Observation Table:

Reasons for speaking in the classroom

Class: Kg 2 section 4
Number of learners: 23
Length of lesson: 15 minutes
Teacher observed Language: English
Learning Goals: Recognize letter R.
Materials used: Flashcards-Smart board-White board

Reason for speaking Learner A Learner B Learner C

Learner repeats word / EEEE EEEE EEEE
1 phrase
after teacher
Learner whole
repeats word / EE EE EE
2 phrase
after teacher
Learner repeatsword
group
/ / AE E EEEE
3 phrase after teacher
individual
Learner answers direct EEE EE
4 question
from teacher
Learner answers open EEA AE EEE
5 question
from teacher
6 Learner asks teacher a E A E
question
Learner answers a AA AA AAA
7 partner in
Paired
Learnerwork activity
answers a group A A A
8 member in group work
activity
Learner answers the A E E
9 teacher
10 informally
Learner answers peer A A A
informally
11 Other reason for AAEA EEA AE
speaking
12 Other reason for
speaking
 Reflections on Observation Task 1: Chit Chat

Read the questions below and write your answers

What was the most common reason for speaking?
When they want to chat or tell the teacher about something
happened with them in their houses.

What was the least common reason for speaking?

Answering teachers direct questions.

Were there any boxes with no ticks?

Yes, learner B was not able to answer direct question
from the teacher

How much of the lesson was spent on the teacher using Teacher
Talk, in your opinion?
70% of the lesson.

Do you feel it was an appropriate amount of talk? Why / Why not?

Yes, because the teacher gave her students the chance to express
their feelings\thoughts and ideas and it is the favorite part of the
lesson for the students in which they are participating the most.

What do you think is an appropriate sequence of interaction

patterns?
When the teacher show the students a flashcards about the letter or
any new information such as the visual words e.g. it was and it
must, she ask the students to repeat it after her for one or two times
to make sure that they know how to pronounce the letter and the
words in the right way.

Now consider how much Arabic was used. Do you think it was used
appropriately?
Why? / Why not?
The amount of Arabic that was used was appropriately because the
teacher only used the Arabic language to explain some words for
the students to help them to understand the meaning e.g. when she
wanted to explain the word rock without showing the students a
picture of it she translated it in Arabic for them and said hajar.

Reflection for Bonus Points

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?

In my opinion, using English in the classroom will help the students

to get used on the language and to learn new words everyday.
Students will be able to talk in English and they will try to make
sentences even if they dont know how to say it they will do their
best to talk and explain what they want to say, they will start with a
lot of errors and they will miss some words from their sentences at
the beginning e.g. I noticed that the most of the children in my class
this semester are at the omission stage because they are missing
some words of their sentences such as, I want go bathroom. But if
they are using the language everyday in a various situations in the
classroom they will learn the language by time.