Observation report 1 Intermediate Reading and Listening Eshniyazov Azamat

Observation report 1
Intermediate Reading and Listening
Eshniyazov Azamat
15.11.2021
I observed Eshniyazov Azamat 326-group from 17:35-18:03 am in Karakalpak State University. The class had seventeen students. The noise did not seem to affect instruction while I was observing, but I could see how outside noises could be distracting for a class, especially an oral skills class where listening and speaking is the focus. The teacher started class by speaking the theme's tasks on the presentation. I could see how telling students what the plan is for the class could be helpful. The teacher can reference the list and try to stay on pace with completing the lesson as planned, and the students can reference the list and know what to anticipate during the lesson. Allowing students to see the tasks for the class before class starts could help them feel involved in the progression of the classroom activities. By being transparent with students about the lesson plan, students can potentially more actively engage with the lesson.
After writing the tasks on the board, the teacher asked the students about their wekeend. He asked, “How many students like sport?” The class then talked about their favourite sport. Some of the students said they gym's people while doing exercises and another student said his favourite sport.

This discussion transitioned well into the next fluency activity. I think spending time asking students about their weekends and how they did sport outside of class engages students in a personal way. The discussion allows students to share their experiences with each other, and it allows the teacher to gauge which students are using sport exercises outside of class. By relating the students’ experiences to doing exercises, students may be able to feel like all their experiences are valued in their favourite sport, even if they are outside the classroom.

After talking to the students, he continued to make the topic more interesting with his presentation to us about the Olympic Games. We have accurate information about when and where the Olympic Games took place, when and what sports will be held and the achievements of the winners.
Once we fully understood the topic, the teacher gave us exercises to make the lesson even better and more interesting. The first activity was related to reading skills. The teacher divided us into two groups and gave us the pieces of text. We were given 5 minutes for this activity. We had to compose the texts correctly in sequence. At the end of the time, the teacher taught the correct answers to the students in sequence in some places, he corrected the erroneous texts and explained the reasons. This activity taught students to think and put sentences that fit the themes of the correct text. This activity helped me work well with the group.
The second activity was related to listing skills. The teacher gave the students a text with the words dropped. It was individual work. For this activity, he gave the students 5 minutes. Listening was played twice. He replaced the students ’written answers with each other, and it allowed the students to check on their own. We have a lot of factual information on this activity. After all the activities, the students had a question. Are there any group sports at the Olympics? How are they evaluated? Why do they light torches at the Olympics? Such questions were answered very wonderfully by the teacher. The teacher then listened to the students ’thoughts and suggestions about today’s lesson. At the end of the lesson, the homework was to write down the champions of Uzbekistan at the Olympic Games from 1996 to the present.
I think the biggest thing I took away from observing this class is the importance of suiting student needs and how beneficial student-centered teaching can be to creating a friendly, enthusiastic atmosphere for learners. By tailoring the content and materials used in class to meet student needs, the students are more likely to benefit from the course, and the teacher will probably enjoy the classroom interactions more than if students were not learning anything new. That being said, it raises a question of definition for me. How much should a teacher change their course content to suit student needs if it means completely reevaluating the entire curriculum? I think the choice to abandon the textbook and pursue topics that are more pertinent to the students’ lives in this case was the right choice because, from what I could tell, all of the students would benefit from it. They were all at about the same level of experience, and the change would suit all of them. What happens if the class is less homogeneous when it comes to learning levels? I think there has to be a balance between being flexible and meeting student needs and maintaining a planned curriculum in the case of mixed-level classes. Perhaps in most cases it would not be appropriate to completely change the syllabus, but smaller actions could be taken within the planned curriculum to help better suit student needs.