1. INSTRUMENT OF OBSERVATION
1.-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 inductive
5.-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 express
them?
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?

2. Summary
The teacher presents the class asking the students if they know what a sentence was, they
gave answers previous knowledge and own experience, in a more explicit way they
answered with clue words.
There was a lack of stimulus, but in some stages of the lesson the teacher applied the elicit
function.
There was a teacher- student’s role because in some stages of the lesson the teacher
explains some lesson points and in another stages students had the opportunity to
participate.
The teaching was deductive because the teacher gave a brief explanation about the topic
specifically sentence definition and the structure.
The teacher does not base her lesson on drilling or repetition activities, instead she
interacts with the students.
Some aspects that the teacher took in consideration from students were their
participation during the class in different activities and also that students do not speak in
their 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 other
hand 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 monotonous
with 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 the
blackboard and flashcards.
The group was not organized into teams the interaction pattern that she applied for the
lesson 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 lesson
to some extent within normal attitudes with mistakes and successes like any other
students. 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 learning
style because student learns best working with others.

3. When learners are connected to other bits of past information when they reinforce
knowledge again it will be easier for them to solve exercises or to remember language
rules.
The lesson was given in the target language, so students were exposed to the language
during the lesson through simple games and competitions.
Students received the very basic input because students had previous knowledge to
understand the topic. If the subject had been new the input would not be sufficient and as
a result it had been more difficult to learners to distinguish and produce language.

4. NATANAEL SUPPORTIN INFORMATION:
The teacher introduce the topic based on “Constructivism Theory” because she ask
students questions, previous knowledge about the topic with the purpose to give them a
review related to sentence structure., Students answer with key words.
The role of the teacher was focus on being a guide. Student’s participation was following
teacher instructions, for example solving simple exercises distinguishing language
elements (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 the
interaction of both, teacher and students were active during the lesson activities.
The class was also inspired in the “Cognitive Theory” because the teacher gave
information about the topic, and students received the elemental information, they
assimilated and on the next stage of the lesson they were able to produce basic
knowledge. Students practiced different activities as games using verbs flashcards. The
dynamic of this game was that students saw a flashcard and they had to write a sentence
in their notebooks that matches with verb of the flashcard, underlining with red color the
subject and with double line and blue color the predicate following the teacher
instructions as a result the students processed knowledge in a logical way.
The last activity of the lesson was based on constructivism theory because the teacher
supported it in students’ prior knowledge and experiences. Teacher sets a competition
game between girls and boys, the instructions for the game were that the student had to
to look to a flashcard and the student who has written the sentence in first place was the
winner.