.

1. -PRACTICE II,
DIDACTICS OF ELT AND PRACTICUM AT PRIMARY SCHOOL LEVEL. Prof. Adjunto
Regular Estela N. Braun.
GUIA DE OBSERVACIÓN
Nombre del Establecimiento: ……………escuela 143…
Curso y año del aula observada: 5 c
BURBUJA/ HORARIOS …Burbuja 1…Todos los jueves 15.55 a 16.35 …
Asignatura: Ingles.
Tema de la clase observada: Numbers and colours
1. Descripción de la organización especial del aula: recursos, ubicación de los bancos, tipo
de orden…
¿Cómo estánorganizados los bancos? ¿En qué situaciones esta organización se modifica?
¿Cómo es el orden del aula?, ¿muchas láminas, armarios, útiles de los chicos, escritorio del
docente? ¿Cuáles son los sonidos predominantes en el aula? COVID PROTOCOL.
Tables are located in 3 separate rows respecting the distance according to the established protocols.
There are few pictures around, there are no pictures of the English subject. The teacher's desk is
pointing towards them located in a corner of the classroom giving her a complete vision of the
classroom. This position allows her to see all students and their reactions when she presents a new
topic. One classroom produces more noise than the other, they talk to each other about different
topics, they ask to the teacher to go to the bathroom, and they also ask how to deal with the task they
have to do.
2. Descripción de la organización temporal
Horario, distribución del tiempo. ¿Cómo comienzan y terminan las clases? ¿Qué tipo de
ritmos hay (acelerados, aquietados, fluctuantes)? ¿Qué tiempo se la dedica a cada cosa?
¿Cuáles son las tareas a las que se le dedica más tiempo (poner orden, hablar sobre la
convivencia, trabajar en el cuaderno, trabajar en grupo, que el docente de clase expositiva,
puesta en común, que los chicos trabajen solos)? El horario escolar, ¿se cumple?, ¿en qué
situaciones se utiliza?

2. The lessons begin by greeting the teacher and me as an assistant, then the teacher asks, in English,
what day is it today and what the weather is like. Students respond with words in English and
Spanish. They have a lot of energy for participation, they are restless, but they don't mess up, they
have the energy of wanting to participate in the classroom, to be the first to respond to what the
teacher asks. The interaction between students and teacher is very good, as also is the interaction
between students and students.
At first, due to the extasis in which the children are, it is a bit difficult to put order because they
change subject and in between they have a few free minutes since one teacher leaves and the other
enters the classroom and accommodates her things.
Once the teacher accomplishes to accommodate her things, the students start paying attention. The
teacher begins with a review of how were the numbers’ names that they had seen previously. The
topic is: numbers from 11 to 20. When the teacher asks, generally one student answers with a higher
volume standing above the others. It is not that others do not want to respond, but it is that the
student anticipates them and responds first. The children work with a photocopy that contains
numbers and their respective written names. The task consists of matching each number with its
respective writing in English with arrows. Due to the context of the pandemic and the fact that
distancing protocols must be respected, the children work each one on their sheet and then correct it
all together out loud with the teacher.
The exercise takes approximately 5 to 10 minutes where the teacher goes seat by seat to see how they
are progressing in the task and if one or more needs help. The correction lasts approximately the
same time, from 5 to 10 minutes, where the teacher asks in Spanish how to say the number and each
of the students responds in English. Then, a new activity is carried out, which derives from the
previous one, which consists of coloring the numbers that were previously matched with arrows. The
teacher is choosing student by student and they respond with the number in English and the color
they want to paint it. After painting all the numbers in the colors that the students chose, the class
ends.
The students make a line inside the classroom and wait for the authorization to leave. Due to the new
protocol, not all courses are allowed to leave at the same time. Doing this, agglomerations are
avoided.
3. Uso de recurso ¿Cuáles son los recursos que se le dan al cuaderno y carpeta? ¿Cuáles
son los usos que se le dan a los libros de texto? ¿Se utilizan otros espacios (biblioteca, taller
de informática)?
¿Para qué se utiliza el pizarrón? ¿Se usan otros recursos? ¿Hay computadoras en el
aula? SE USA ADM (AULA DIGITAL MOVIL)
Until now, in the first class I observed, the book is not being used. The photocopy distributed by the
teacher is related to the themes of the book. The blackboard is being used as a resource to write what
the students answer regarding numbers and colors in English. It is a good resource used by the
teacher because if the children do not know how to write or do not know how to say a number or a
color, they can see it on the blackboard and copy it to later learn it. There are other resources such as
television to connect the teacher's computer and be able to project something planned for the class.
4. Dinámica
¿De qué manera se explicitan las formas de trabajo? ¿Cuáles son las formas de motivación
que utilizó el docente? ¿Qué aspectos modificó en la dinámica de trabajo: ¿cambio de
lugares, uso de otros recursos, dedicación de mayor tiempo para determinada tarea?
¿Cómo es la forma de corrección y devolución? ¿Cómo las recupera?

3. The tasks are explained orally to the whole group. Because the students were talking to each other
about video games, the teacher took the opportunity to ask them, to hook them up again and solve the
exercise, how to say in English, “ready”, “now” and “finished”. Saying these words as “ready”, “go”
and “finished” the students resumed the exercise and when they finished doing it they said
“Finished”. To correct, the teacher goes seat by seat while the students are solving the exercise, this
makes it possible for her to know the situation of each student and thus be able to help them. Then
they make a group correction where each student says what number they joined with their respective
name in English. Also, she wrote on the board the answers that each student gave, helping those who
did not finish to verify their answers.
…………….………..……………………………………………………………………….……
5. La clase
Describa cómo fue la secuencia de la clase observada.
… We entered the classroom at 3:55 p.m. The teacher introduced me to the students, who greeted us
both in English saying “hello, teacher”. The teacher begins to ask the children how they are and, after
a few minutes, she begun to develop the activity to be solved. The activity consisted of matching the
numbers with their respective English writings with arrows. Due to the protocols, the students solve
it by themselves in their seats while the teacher goes seat by seat to see how they are solving the
exercise and to see if they need help. While the teacher is helping a student, the others are asking
“teacher, how do you say 12? How do you say 18? In Spanish. While the teacher helps one, she also
helps the others from distance. After going through all the seats, the teacher asks if everyone has
finished and once everyone confirms, they proceed to correct. The correction is in group. The teacher
asks student by student how to say the number in Spanish so that the student has to answer it in
English. As the students respond, the teacher uses feedback such as “very good” or “excellent”. In
addition, she writes the answers on the board so that everyone can see how each number from 11 to
20 is written in English. Once finished, the teacher proposes to carry out another activity that consists
of coloring the numbers that they had used in the previous activity. The activity is carried out in a
group. The teacher asks each student "to pick a number and to pick a color." The students say the
number in English and also incorporate the color they want, also in English. After doing the group
homework, we are ready to finish the class. The bell rings and the students head to recess. Because
everyone is so eager to go out for recess, there is no goodbye greeting.

4. 6. El grupo de alumnos
¿Cómo está constituido el grupo? ¿Cómo es la relación entre ellos? ¿Cómo es la relación
entre varones y mujeres? ¿Hay algunos chicos que no se integren, qué hacen? ¿Pueden
realizar trabajo colectivo, cómo colaboran entre ellos? ¿Cuánto tiempo tardan en “entrar
en tarea”? ¿Cuáles son las dificultades que presentan y cuáles las virtudes?
The first bubble is made up of 6 students, because some of them were absent. The relationship
between them is very good, they have an endless energy. They are yelling, wanting to get attention,
wanting to participate in class, wanting to answer first. They are not students who make trouble, but
they have a lot of energy like children of their age. Generally, all students are integrated into the
class, perhaps there is a student who is more shy and does not want answer with the anxiety that
others have, but thanks to the fact that the teacher passes seat by seat to see how they are developing
the activity and, in addition, thanks to the fact that she makes them participate one by one, we can
realize that she does not have problems understanding the English task, but that it is only a matter of
inhibition or self-consciousness when it comes to participating.
Due to protocols, they cannot get together to carry out group work, but, among themselves, they help
each other while sitting on their tables or lending colors being previously disinfected with alcohol.
They take a short time to get started on the task. They have many virtues, because I can see they
know how to solve the task. In addition, those who know more help those who know less. The
difficulties they present are notorious for the anxiety they have about wanting to participate. One of
the students answers fisrt over the others and that means that the others may not be able to orally
produce the numbers or colors because a partner anticipates them.
………………….………..……………………………………………………………………….……
7. Síntesis e impresiones de la clase observada.
The lesson is well organized and planned. What most caught my attention is the energy and anxiety
that these children have, which, beyond not causing disturbances, it is hard to control them when we
want to teach. Perhaps, that can be solved by implementing some organizational method such as
using a microphone and whoever has the mic speaks, or a ball and whoever has the ball speaks. The
students respond to what the teacher asks, do the homework without inconvenience, do not bother
each other, respect the time of entry and exit from class and treat those who are new or external to
the class very well.
……………………..…….………………………………………………….…………………………
CLASSROOM OBSERVATION Nº 3
DATE: 2021/08/12
TRAINEE: Rodrigo Díaz Alcázar
YEAR: 5°
COURSE: C
COMPLETE

5. SCHOOL: Escuela 143 Mariano Moreno
SCHOOL ADDRESS: Av. Arturo Illia 555
TELEPHONE NUMBER: 02954 43-5957
SCHOOL PRINCIPAL: …………ALICIA SANCHEZ………………………………………….
TEACHER’S NAME: Maria Magdalena Muller
EMAIL ADDRESS: mullermagui@gmail.com
TELEPHONE NUMBER: +5492333 406209
COURSE: 5C
NUMBER OF STUDENTS: 6
BIBLIOGRAPHY: Follow your trail 1SB
TIMETABLE: Jueves de 15:55 a 16:35 y de 16:50 a17:25
Interview with the mentor teacher.
LOOK FOR THIS INFORMATION.
1. SCHOOL OBJECTIVES: According to our PE (Proyecto Institucional) all our areas should
tackle reading comprehension as a main institutional goal. Although the PE is revised year after
year so as to be improved, its goal is to achieve a better level of learners’ comprehension skills in
all subjects and as an overall social skill. Along with this goal, all subjects must work on
Comprehensive Sexual Education (ESI in Spanish), Emotional Awareness and Road Safety
Education
2. AREA OBJECTIVES: Besides the goals above mentioned, the main goals of this area are to
develop learners’ Communicative Competence in English as well as to raise their Intercultural
Awareness by fostering all four language macro skills: reading, listening, speaking and writing.
3. SUBJECT LONG TERM OBJECTIVES: Our long term objective as teachers is to help
students be able to understand and communicate effectively in English with a certain level of
proficiency which will be afterwards further developed at Secondary School level. By means

6. of exposing students to genuine language samples and by activating prior knowledge we carry
out activities that foster communication and that provide students with an opportunity for
speaking and learning about other cultures.
When I say “our”, I refer to all English teachers at the institution since children have a teacher
in 1st, 2nd and 3rd grade and then they meet a new teacher in 4th, 5th and 6th. There are 3 English
teachers in this institution and we all work as a team: we design our annual planning taking
into account the needs of every group of students, we choose the materials we are going to use
along the year and we design the projects we want to develop in each course.
SHORT TERM OBJECTIVES: Our short term objective is to help students understand and
produce brief written and oral texts in the Target Language which are related to their real-life
contexts. On the short run, students are expected to be able to approach either a written or an
oral production in English and to be able to understand it. On the other hand, they are expected
to produce as much English as possible: either oral or written.
4. NAME THE SUBJECTS THAT BELONG TO THE SAME AREA: Even though English
and Language usually work together, English belongs to the area of “Materias Especiales” so we
usually work together with teachers of Physical Education, Visual Arts, Music and Crafts.
5. FIND OUT IF THERE IS ANY INTERDISCIPLINARY WORK: There isn’t a set
interdisciplinary project at the moment because of the Pandemic and because we don’t have the
time or space to get together with other teachers to produce a large scale project as we did some
years ago. Nonetheless, we still carry out interdisciplinary work on smaller scales. English usually
works with Art, Natural Sciences, Math and Language. We are planning to work on La Pampa
(flora, fauna, Capital City, population, etc.) with the 4th
Grade Social Sciences and Natural Sciences
teachers.
6. SCHOOL ORGANIZATION: Nowadays, with the Pandemic context, students are arranged in
Bubbles (no more than 10 – 11 students per bubble). In the past, they used to share their desks (2 students
per desk) but now each student has his/her own desk so there is no risk of close contact. Group work is

7. hard now, but we manage to create the atmosphere so that they can still work in teams with different
activities as we did for Children’s day on Friday 8th, August.
*Taken from Wright, T. 1987, ROLES OF TEACHERS AND LEARNERS. O.U.P)
Prof. Estela Braun and Prof. Liliana Monserrat - PRACTICE II, UNLPam.
9

8. Prof. EstelaBraun and Prof.Liliana Monserrat - PRACTICEII, UNLPam. 10
Work in small groups to compare your answers.
What similarities and differences are there?
How would you account for these?
CLASSROOM OBSERVATION Nº 4
DATE: ……2021/08/12………………………………
TRAINEE: ………Rodrigo Diaz Alcazar………………….
YEAR: ……5………………
COURSE: ……b……………………………...
COMPLETE THE FOLLOWING:
1. Linguistic objective of the lesson:
Language focus: have got. Short answers: Yes, I have / No, I haven’t
2. Functional / communicative objectives of the lesson:
To have students refer to personal belongings by using the verb have got.
To have students answer yes/no questions by using short answers.
3. Steps in the lesson:
1. Routines: write the date / weather on the blackboard
(Unexpected situation arose when we wrote the date: students in both bubbles asked why
we didn’t write –th next to the number. As it was September 2nd, we had to stop the lesson
and make a brief explanation about that)
2. Speaking (warm up): teacher shows them her bag/pencil case and asks them questions about
the objects she has (colour, number, size). After that, she writes on the board the short
answers: Yes, I have / No, I haven’t and starts asking questions as to what they have in their
bags /pencil cases.
Have you got a blue ruler? Yes, I have / No, I haven’t.
3. Students write a brief description (3 short sentences) of what they have in their bags.
In my school bag I have:
 My blue English book.
 Two green pencils
 ….
4. (We ran out of time, next class) Interview three partners. Students draw a chart on their
notebooks and ask 3 other students about what they have. They use the following clues
Have you got …..? Yes, I have / No, I haven’t

9. Prof. EstelaBraun and Prof.Liliana Monserrat - PRACTICEII, UNLPam. 11
Student’s name: A green ruler Two purple pencils A small sharpener
1.
2.
3.
4. The teacher’s beliefs about the nature of language:
Learning English is of core importance at Primary Schools in Argentina. By learning English, students
master a complex system of words, structures and functions effectively enough so as to communicate.
As it is in our nature to communicate, learning a second language may help students not only to
understand ideas and thoughts that may be different from their own culture but also to express feelings
and emotions, to solve real life problems and to interact with people from other cultures.
5. The teacher’s beliefs about the nature of learning:
As YLE learn by doing rather than through abstract reflection on language, I believe most of the
teaching/learning process should be carried out by means of manipulating the language.
I strongly believe that speaking English as much as we can in class is of core importance. Once the
teacher starts talking in English, students switch and set their minds into the goal of understanding and
trying to communicate. Students manipulate the language orally as much as they can: sometimes they
just communicate through simple lexical items by mentioning a few words, some other times they
create whole sentences, but that is the way we mainly profit from the lesson time.
6. Learner grouping (what percentages of the lessonwas devoted to the following
organizational patterns?):
As we are in a Pandemic situation, grouping is quite complex at the moment. Students work
individually on a double desk where in the past there used to be two students. Even though
students still carry out whole-class activities like games or group speaking exercises, grouping
activities are scarcely carried out by most teachers in the institution so as to keep the safety
rules and stick to the protocol.

10. Prof. EstelaBraun and Prof.Liliana Monserrat - PRACTICEII, UNLPam. 12
*Adapted from RSA checklist
* Adapted from Nunan, D. 1988. THE LEARNER- CENTERED CURRICULUM. C.U.P.)
CLASSROOM OBSERVATION Nº
5
DATE: ……………2021/08/19…………………
TRAINEE: ………Rodrigo Diaz Alcazar……….
YEAR: …………5…………………………………………………
COURSE: ………C………………………………………………...
CLASSROOMMANAGEMENT
1. Rate the lessonaccording to the following key:
1. Does not all reflect what went on
2. Only marginally reflects what went on
3. Neutral
4. Describes rather well what went on
5. Is a totally accurate reflection
1. There was no cultural misunderstanding 1 2 3 4 5
2. The class understood what was wanted all the time 1 2 3 4 5
3. All instructions were clear 1 2 3 4 5
4. Every student was involved at some point 1 2 3 4 5
5. All students were interested in the lesson 1 2 3 4 5
6. The teacher carried out comprehension checks 1 2 3 4 5
7. Materials and learning activities were appropriate 1 2 3 4 5
8. Class atmosphere was positive 1 2 3 4 5
9. Student groupings and sub-groupings were appropriate 1 2 3 4 5
10. The pacing of the lesson was appropriate 1 2 3 4 5
11. There was enough variety in the lesson 1 2 3 4 5
12. The teacher did not talk too much 1 2 3 4 5
13. Error correction and feedback was appropriate 1 2 3 4 5
14. There was genuine communication 1 2 3 4 5
15. There was teacher skill in organizing group work 1 2 3 4 5
16. There was opportunity for controlled practice 1 2 3 4 5

11. Prof. EstelaBraun and Prof.Liliana Monserrat - PRACTICEII, UNLPam. 13
17. Students were enthusiastic 1 2 3 4 5
18. General classroom management was good 1 2 3 4 5
CLASSROOM OBSERVATION Nº 6
DATE: ………2021/08/19…………………………………
TRAINEE: …………Rodrigo Diaz Alcazar………………….
YEAR: …………5…………………………………………
COURSE: ……………B……………………………...
CLASSROOMINTERACTION
1. Watch the lessonagain, and place a tally mark against the following events each time
they occur.
TALLIES TOTAL
1. Teacher asks a display question (i.e. a question to which she
knows the answer)
| | | | | | | | | | | | 11
2. Teacher asks a referential question (i.e. a question to which
she does not know the answer)
| | | | | 5
3. Teacher explains a grammatical point
4. Teacher explains a functional point
5. Teacher explains the meaning of a vocabulary item | | | | 4
6. Teacher explains point relating to the content (theme / topic)
of the lesson
| | | | | 5
7. Teacher gives instructions / directions | | | 3
8. Teacher praises | | | 3
9. Teacher criticises
10. Learner asks a question | | | | | | | 7
11. Learner answers a question | | | | | | | | | 8
12. Learner talks to another learner | | | | 4
13. Period of silence or confusion
In small groups discuss the following
1. Compare your tallies.

12. Prof. EstelaBraun and Prof.Liliana Monserrat - PRACTICEII, UNLPam. 14
AGREE DISAGREE CAN’T DECIDE
1. Teachers usually stand up at the front of the
class when teaching
X
2. Teachers decide on how fast learners should
work on learning tasks
X
3. Teachers set questions for learners to answer X
4. Teachers praise correct answers from learners X
5. Teachers always provide model answers to
learning exercises
X
6. Teachers follow lesson plans X
7. Teachers investigate the processes of their own
classroom
X
8. Teachers discipline their own learners X
9. Learners are usually arranged at desks in rows X
10. Learners make mistakes which teachers
correct
X
11. Learners compete with each other to give
answers to teachers’ questions
X (Sometimes)
12. Learners stand up when they answer questions X
13. Learners collaborate on answers to questions
or exercises the teacher sets
X
14. Learners suggest how exercises might be done X
15. Learners respect teachers’ experience and
knowledge
X
X
What similarities and differences are there?
2. What insights into the lesson, if any, did this activity provide?
3. Do you think there would be any value in audio recording and rating a segment from one of
your own lessons?
* Adapted from Richards, J. and Nunan, D. 1993. SECOND LANGUAGE TEACHER EDUCATION. C.U.P.
CLASSROOM OBSERVATION Nº 7
DATE: ………2021/09/02……………………………………
TRAINEE: ……Rodrigo Diaz Alcazar…………………………
YEAR: ………………5………………………………
COURSE: ……………B………………...
IDENTIFYING BELIEFS AND ATTITUDES ABOUTLANGUAGE LEARNING
1. Respond to the statements that follow by checking them if you agree with them, put an X if
you disagree with them or leave them blank if you cannot make up your mind.

13. Prof. EstelaBraun and Prof.Liliana Monserrat - PRACTICEII, UNLPam. 15
16. Learners reveal personal details about
themselves in class
X
17. Classrooms are noisy, but busy places X
18. The textbook usually guides the lesson X
Discuss with your partner. What behaviours should be encouraged?
Put a + by the ones you think should be encouraged and a – by the ones you would discourage.
CLASSROOM OBSERVATION Nº 8
DATE: ………2021/09/02……………………………………
TRAINEE: ……Rodrigo Diaz Alcazar…………………………
YEAR: ………………5………………………………
COURSE: ……………c………………...
OBSERVATION TASK: FOCUS ON THE STUDENTS
You must pay attention to the students’ behaviour during the whole class. Assess whether
students behave in the same way or if there are different types of behaviour during the
lesson.
Comment on the following aspects:
- motivational interests
- rapport with the teacher
- interest in the activities
- interest in the material
Describe the lesson material:
- interesting
- challenging
- if there is interaction
- if the teacher does not remove the focus from himself
Try to discover:
- if there is antagonism between students
THE STUDENTS COMMENTS
Participate actively All students participate actively during the lesson.But sometimes some speak
over others interrupting them.
Cooperate with each other Some students,when they finish quickly the task, they gets closer to another
student and help them. Then, altogether corrected the exercise.
Are interested in the activities They are interested in what the teacher presents as a new task but they are more
interested in playing games as “simon says” They ask to the teache “teacher, shall
we play Simon says today?”

14. Prof. EstelaBraun and Prof.Liliana Monserrat - PRACTICEII, UNLPam. 16
Feel relaxed and confident I cannot find students that are relaxed. There is lot of energy in the classroom.
They stand up and walk in the classroom, they ask for permission to go to the
bathroom. There is a student that sounds confident when he answers to what the
teacher asks.Sometimes he is mistaken but instantly he asks about why he is
making a mistake. When the teacherexplains it, he corrects it and it seems like he
learned that work.
.
Do many activities We only did one activity and all students could deal with it.
Try to correct their mistakes They correct their own wrong answers when the teacher lets them know that they
had said a wrong answer. When they had some questions about the meaning or the
way in which they can refer to a specific word in Spanish, they ask Magui about
this.
Practice different skills One student is good at vocabulary but he doesn’t want to cooperate when he has
to solve the exercises. He answers all the questions orally but does not pay
attention to the photocopies or to the book. Others students solve the exercises
quite fast, they are good solving exercises that the book provides.
CLASSROOM OBSERVATION Nº 9
DATE: ………2021/09/08……………………………………
TRAINEE: …………………Rodrigo Diaz Alcazar…….
YEAR: …………5……………………………………………
COURSE: ………B………………………………………...
AIMS
:
USING ENGLISH IN THE CLASS
- To show trainees the value of using English in the class.
- To make trainees aware of the different occasions when they could speak to their students in
English.
- To give participants a range of expressions which they could use in their own classes.
TASK :
Pair work. The purpose of this activity is to make trainees think about the opportunities in which
they can use English in class.
Complete the table.
Think of your own lessons. In the activities below, do you normally use:
- mainly English?
- mainly the students’ language?
- a mixture of the two?
ENGLISH L1 BOTH
Introducing the lesson X
Checking attendance X
Organizing where students sit X

15. Prof. EstelaBraun and Prof.Liliana Monserrat - PRACTICEII, UNLPam. 17
Presenting new language X
Introducing a text X
Asking questions on a text X
Correcting errors X
Setting homework X
Comments:
The teacher asks how many books there were in the classroom. There were only two books. “So, we
work with the computer” she said. While she is getting the computer ready, some students walk and
go to the bathroom. When the computer is ready she starts:
Teacher: “Do you remember what we did the last lesson? And repeat it in Spanish “ recuerdan lo que
hicimos la clase pasada?”
Students: Los numeros!
Teacher: Yes! The numbers! We are going to listen to the numbers. Vamos a escuchar los numeros, se
continues. We are going to listen and repeat. Do you know what Repeat is? Es repetir. Por lo que vamos
a escuchar los numeros y vamos a repetir.
The audio starts saying the numbers, the teacher stops the recording and she pronounces the number.
Then, some students repeat after the teacher.

16. CLASSROOM OBSERVATION Nº 10
DATE: ………2021/09/09……………………………
TRAINEE: ……Rodrigo Diaz Alcazar…………… …….
YEAR: …………5……………………………………………
COURSE: ………c………………………………………...
OBSERVATION TASK: INTRUCTIONS
1. Write some examples of the instructions the teacher uses during a lesson. You must listen
carefully and write down the instructions quickly. Try to draw or write down a note
accompanying gestures which the teacher may use together with the instructions.
Comment on the effectiveness of the instruction.
EXAMPLE:
INSTRUCTIONS: GESTURES: COMMENT:
Pay attention Concise and clear
Listen T cupped hand to ear Concise and clear
Would you be so kind as to
open the window?
None Students didn’t know what she
wanted
2. Write down as many instructions as you observe during this lesson.
What qualities must instruction have to be effective / are they fulfilled during this lesson?
Very good Thumbs up Clear feedback
Let’s go! Moves her hand several times in an up-
and-down motion
Encourage them to start the task
We are going to listen Put her finger close to her ear Clear and concise
Is it big or short? Puts her index fingers in parallel
measuring the distance of the object
described
Helpful for children to understand

17. What is this? Holding with one hand the object and
with the otherpointing to the object she
is asking.
Children answer trying to guess what
they call the object in her hand.