Reporte De Observación De Clase En Inglés

Observation Report

The intention of this report is to assess the teacher during the classes observed in the beginners’ group of second year at School A.

The aim of the first lesson, in the first period, on the 20th of May, is a revision of the ‘The Three Musketeers’ story, through an ordering task in which they have to match pictures with captions and put them in chronological order. At the beginnig, nor the aim neither the instrucion is clear because the class has several interruptions as the collection of money for the play, the talk about the book they have to buy, and the talk with the prefect and the student about the student’s absence at school. Once these have finished the students start working with the teacher, she begins eliciting the names of the characters, the students are asked to write a possible ending as homework, this part of the class is finshed abruptly since students have an exam in the second period.

The aim of the second lesson on the 27th of May, is to revise the story worked in the previous class. After asking students to take their report cards and talking about the books they have to buy, the teacher asks learners for the homework they had to do for this class, then she writes (with clear and legible handwriting) the date and next to it the title: ‘The Three Musketeers’ on the board. She asks if someone wants to read out a possible ending, only a girl participates willingly. After this, she writes the names of the characters on the board, she asks questions about them and about the plot, she writes on the board what a girl sitting by the door answers, she is the only one who participates. Then, students are required to jot the sentences down in a sequenced way, for this purpose the teacher draws a line on the board, under this writes linking words, later she tries to elicit what Dartagnan should do to become a musketer, since nobody answers, she explains it comparing him with a man who wants to be a policeman. It can be observed that instruction is not clearly achieved because when the teacher asks the student to report what they have done, some of them say they do not know what was required, so the teacher writes some opening phrases to write a letter.

In both lessons the teacher is the main focus of the lesson, she speaks most of the time in L1 and a few students only participate when the teacher asks them to do it. She does not establish English as the class language, which is of paramount importance if we take into account that this is the only place where they are exposed to comprehensible input in the target language. Every word and phrase expressed in English is tranlasted into Spanish, it is not used sandwich translation, which at least lets students retain in their memories the English version of what has been said. According to Stephen Krashen in every classroom acquisition only takes places when people understand what is said in the target language,

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