BachelorofEducation,EarlyChildhoodEducationDegree
Observation Table:
Reasons for speaking in the classroom
Class: English class
Number of learners: 19 students
Length of lesson: 15 minutes
Teacher observed Language: English/ second language
Learning Goals: Learners understand new words
Materials used: Story book
Reason for speaking Learner A Learner B Learner C
Turkey Dana Abdulla
Learner repeats word / *E *E *E *E *E *E
1 phrase
after teacher
Learner whole
repeats word / *E *E *E *E *E *E
2 phrase
after teacher
Learner repeatsword
group
/ / *E *E *E
3 phrase after teacher
individual
Learner answers direct *A *E *A *E
4 question
from teacher
Learner answers open *E *E *A
5 question
6 from teacher
Learner asks teacher a *A *A *A *A *A
question
Learner answers a *E *A *A *A
7 partner in
Paired
Learnerwork activity
answers a group *A
8 member in group work
activity
Learner answers the *E *A *E *A
9 teacher
10 informally
Learner answers peer *E
informally
1
BachelorofEducation,EarlyChildhoodEducationDegree
Reflections on Observation Task 1: Chit Chat
Read the questions below and write your answers
What was the most common reason for speaking?
Learner repeats word/ phrase after teacher whole class and learner repeats
word / phrase
after teacher group / pair
What was the least common reason for speaking?
Learner answers a partner in paired work activity and Learner answers peer
informally
Were there any boxes with no ticks?
Learner asks teacher a question, Learner answers a partner in paired work
activity and Learner answers peer informally
How much of the lesson was spent on the teacher using Teacher Talk, in
your opinion?
20 minutes, which is whole the period
Do you feel it was an appropriate amount of talk? Why / Why not?
Yes, because is a teacher center
What do you think is an appropriate sequence of interaction patterns?
Time management, to teachers knows when they should talk and the child
most talk and make discussion between the teacher and the children
Now consider how much Arabic was used. Do you think it was used
appropriately?
Why? / Why not?
Teacher didnt use Arabic in the class just when she considers that the
children are not understanding the word she translates it in Arabic
2
BachelorofEducation,EarlyChildhoodEducationDegree
Reflection for Bonus Points
You do not have to do this activity. However, if you want a higher grade,
you must do it. If you are interested in thinking about this subject more,
consider the following reflection.
Choose one of the following questions (A, B, or C) and write your answer:
A. Why is talk important for teachers?
Why is talk important for learners? (Think about the What and How.)
B. Why is it important to think about using English for varied purposes in
the classroom? For example, not just for giving an example, but also for
correcting, for praising, for everyday uses, like asking for help, or asking to
borrow something?
Children when they listen for English vocab everyday, for correcting, for
praising, for asking for help, or asking to borrow something they will learn
more vocab and they will speak fluently and without any fear of making
mistakes. But when they are using English for just example their English and
vocab will be limited.
C. What role do you think Arabic should play in the English classroom?
