From this observation, the teacher teaches an upper-intermediate classroom in London. In her lesson, the depth of questions seems to be more sophisticated compared to the other observations I have seen thus far. Throughout the delivery process, there are numerous incidents where she would pose “wh-questions” to the learners. Although certain students did not look too intrigued at first, once she wrote the topic “wife wanted” on the whiteboard, the students began smiling. Now, smiling can mean different emotions or thoughts. However, it was evident they were generally intrigued. Most of the students were mature students (25+ years old), so the topic may have related to them more. When the teacher posed the question “where do you think saw this sign?” The students said countless varying answers. Learners thought it was shown online or on the streets, but she later revealed it was shown in the front of a store in London. The learners began giggling as they thought this might be a weird scenery to imagine being a reality. What made me think the students were generally intrigued by the topic, was the fact they began rationalize why might the sign be at the front of the store.

As she continued, she had them discuss the owner (obviously a man) and what might he look like. More wh-questions like “what possibly made him want to write this sign for others to see?” In the delivery process, the students were actively participating in who this man really is by reading a short passage about him. In the discussion process, the teacher manages to engage the students quite consistently. She creates a spoken dialogue environment and doesn’t seem to have written anything on the board. Here, It is apparent she wants them to grow in their speaking and listening competencies. Reading in this lesson is a secondary or added bonus competency growth, but the primary goal is to better speaking and listening.

Students showed some positive disagreements towards the intent of the man’s sign, which the teacher appeared content. Her hearing all of it, then facilitated and got the students to understand the key points made. Later, she would give a handout for students to fill out. it would require them to write at least 3-4 wh-questions. It could be about how or what they are finding in the opposite gender. Almost like an exit-ticket, this task made the lesson appear as relative to them as learners. Their answers are a true reflection of who they are and what they think. Answers are authentic and mature to reflect their age.