Task 2:"What

Materials Do I Need?"
 English lesson
Observation Table for Lesson No. 1: What Materials do I Need?
Class: 3B Number of learners: 26 Age of learners: 8 years Length of lesson: 40 min
old

Activity Resources Where Presentation Interaction Why/Notes

from?
First, the teacher asked They are enjoyed The purpose from this
the leader to hand out the activity with the activity is to support the
First, the Students used their Learner ’s book
the learners books, and teacher because, students to talk through
teacher will let learning books. from ADEC.
she asked to open the describing and
the students to They have been
page. explaining for each
take their exciting to guess
other so they can
learner’s The teacher asked the what the poem is
improve their speaking.
books from the students: about?
Also, to help the
class shelf
-What do you see in this students to learn new
then, she
picture? vocabulary
discussed with
them about the - From this picture what
picture related do you think the poem is
to the poem. about?
The second The teacher used The electronic After students listening to The students interact The purpose from this
activity the electronic poem. audio the the poem she asked with the teacher to activity is to improve
teacher turned teacher used them what do you think discuss about the their listening skill and
on the audio from ADEC. the main idea of the poem. Also, to learn how to read
and students poem then, she the poem and to
must try to Students interact
explained the main idea pronounce the new
read the poem with each other to
of the poem and, she vocabulary in the
with the audio. understand what the
chased one students poem.
poem is about?
from each group to
explains for her group
what the poem is about.
 English lesson
Observation Table for Lesson No. 2: ‘What Materials do I Need?
Class: 3E Number of learners: 27 Age of learners:8 years Length of lesson: 40 min
old

Activity Resources Where Presentation Interaction Why/Notes

from?

Students must Crayons From the The teacher modeling The students The purpose from this
do their family teacher engaged with the activity is to encourage
Colored paper How to do a family tree.
tree .first; the teacher and they are the students to create
teacher shows Glue to stick their real excited to do their their family trees
them her family family pictures if they family trees. through drawing and
tree and how have. coloring. Also, to
Students are
she made it improve their drawing,
A4 papers. interacting with each
then, she gave writing skill because
other to get an idea
them all the they will write father,
about how to do a
materials to do mother, grandma
family tree.
their family grandpa, sister, and
tree. uncle. Thus, this
activity will help
students to understand
the meaning all the
words about family.
 No resources
At the end of From the The teacher described Most of the students The purpose from this
the lesson the teacher her family tree then; she are engaged in the activity is to increase
gave them the instruction activity, and they are their speaking skill
teacher which is first, she let interacted with each through describing their
explained her each group to choose a other to share their family trees.Also, to
family tree student to talk about her family trees. learn new words and
then, she let family tree. vocabulary.

each group to
choose a
spokesperson
To talk about
her family
tree.
 After the Observation:
 Think about each activity now and decide whether it achieved its
purpose. I think the activities achieved because the student’s enjoyed all
of them.
 How appropriate were the resources used? All resources are suitable
with the activities and with student’s level. So, from using these resources
students understood the information’s.

 If you were to teach this lesson again, what different resources might
you use and why? First of all, if I will teach this lesson again I will use the
same resources but, I will add more resources to make it an interesting
and to get the student’s enjoy the activity. Also, to help them to understand
more through using the clay because each students prefer to learn
differently, for example, some students prefer to learn by touching and
doing something.
 How did the teacher organize and distribute the materials and what
instructions did she give? First, she organized all materials on the table
to save the time, and before student’s starts to do the activity she did an
example, then she gave them the instructions, and she let them to start
doing the activities. For example, she said now we are going to do a family
tree listen and see what we must use first.
 Were any resources used for both lessons? No, all resources are
different in each activity.
 What resources seemed to be used for different interaction patterns?
What does this tell you?
 I think crayons and clay the teacher can use in the lesson for enjoyment.
Also, it can be used in different interaction patterns, for example, the
teacher could use these two resources to make S-S interaction which is
mean students will work in group to produce and create what they want
and it’s will help them to improve their thinking and comprehension skills.
 Also, through using these resources teacher can use it for T-S interaction
to get the students attention.
 Resources can take a long time to make. What could you do to build
resources over time for topic work? Who could assist with resource
making? Why?
There are many resources the teacher need long time to make it such as,
flash card, design the pictures, key vocabulary, and names of the students to
put on the wall which is the teacher can use it as a positive reinforcement
because she will use it to put a stickers for students who are good at the
class . Thus, teacher stuff, for example, English teachers for grade three they
can share their works and collaborate in making the recourses such as the
flash cards, printed key vocabulary and other recourses to save their times
because each teacher will do something then they will share it.