INSTRUMENT OF OBSERVATION1.-How does the teacher introduce the topic?2.-How does the teacher stimulate students?3.-Who controlled the class? Why?4.-Is the teaching deductive or inductive5.-Does the teacher promotes drilling or repetition activities?6.-What aspects does the teacher take in account from students?7.-Does the teacher encourage learners to produce language?8.-Does the teacher creates a good atmosphere in the class?9.-Does the teacher motivates or cheers up the students?10.-Does the teacher gave confidence to students? Why?11.-Does the teacher use technology as a learning tool?12.-Is the group organized into teams?13.-What communicative skills did she put into practice?14.-To what extent learners are able to distinguish elements about the topic, and expressthem?15.-How does the teacher enhance reflection on English knowledge?16.-How learners characteristics are considered?17.-How do students show that they have processed knowledge?18.-Are the Students exposed to the language? In what kind of activities?19.-Does the learners receive enough input?20. - Are they are able to produce within this input?
SummaryThe teacher presents the class asking the students if they know what a sentence was, theygave answers previous knowledge and own experience, in a more explicit way theyanswered with clue words.There was a lack of stimulus, but in some stages of the lesson the teacher applied the elicitfunction.There was a teacher- student’s role because in some stages of the lesson the teacherexplains some lesson points and in another stages students had the opportunity toparticipate.The teaching was deductive because the teacher gave a brief explanation about the topicspecifically sentence definition and the structure.The teacher does not base her lesson on drilling or repetition activities, instead sheinteracts with the students.Some aspects that the teacher took in consideration from students were theirparticipation during the class in different activities and also that students do not speak intheir mother tongue. The teacher was aware that students do not use their first language.The teacher maintained good humor, and was respectful to students but on the otherhand it was notorious the lack of enhancement, she was just focus on to teach her lesson.Treatment between teacher and students seemed to be rather routine and monotonouswith no evidence that she wanted to make them feel secure of what they were doing.She did not use technology in this stage of her class; the tools she used were theblackboard and flashcards.The group was not organized into teams the interaction pattern that she applied for thelesson was group work and the abilities that she put into practice was reading, writing,and speaking skills.Students were able to solve exercises and express what they understood about the lessonto some extent within normal attitudes with mistakes and successes like any otherstudents. As a fact the teacher did not really enhance reflection about English knowledge,she just suddenly in a few occasions suggests them not to speak their first language.Learners’ characteristic that best suits for the way they worked in class was group learningstyle because student learns best working with others.
When learners are connected to other bits of past information when they reinforceknowledge again it will be easier for them to solve exercises or to remember languagerules.The lesson was given in the target language, so students were exposed to the languageduring the lesson through simple games and competitions.Students received the very basic input because students had previous knowledge tounderstand the topic. If the subject had been new the input would not be sufficient and asa result it had been more difficult to learners to distinguish and produce language.
NATANAEL SUPPORTIN INFORMATION:The teacher introduce the topic based on “Constructivism Theory” because she askstudents questions, previous knowledge about the topic with the purpose to give them areview related to sentence structure., Students answer with key words.The role of the teacher was focus on being a guide. Student’s participation was followingteacher instructions, for example solving simple exercises distinguishing languageelements (structure) and as result they were able to construct their own knowledge.Students participate and they were involved in the activities that teacher sets in class theinteraction of both, teacher and students were active during the lesson activities.The class was also inspired in the “Cognitive Theory” because the teacher gaveinformation about the topic, and students received the elemental information, theyassimilated and on the next stage of the lesson they were able to produce basicknowledge. Students practiced different activities as games using verbs flashcards. Thedynamic of this game was that students saw a flashcard and they had to write a sentencein their notebooks that matches with verb of the flashcard, underlining with red color thesubject and with double line and blue color the predicate following the teacherinstructions as a result the students processed knowledge in a logical way.The last activity of the lesson was based on constructivism theory because the teachersupported it in students’ prior knowledge and experiences. Teacher sets a competitiongame between girls and boys, the instructions for the game were that the student had toto look to a flashcard and the student who has written the sentence in first place was thewinner.