Observation Table:

Reasons for speaking in the classroom

Class: KG2 (1)

Number of learners: 22
Length of lesson: 30 min
Teacher observed Language: yes
Learning Goals: to improve their language in English (how to read these
words, and how to write these letters)
Materials used: Small board, smart board

Reason for speaking Learner A Learner B Learner C

Learner repeats word / E E E E E E E E
1 phrase
after teacher
Learner whole
repeats word / E E E
2 phrase
after teacher
Learner repeatsword
group
/ / E E E
3 phrase after teacher
individual
Learner answers direct E E
4 question
from teacher
Learner answers open E
5 question
6 from teacher
Learner asks teacher a
question
Learner answers a E E
7 partner in
Paired
Learnerwork activity
answers a group E E
8 member in group work
activity
Learner answers the E
9 teacher
10 informally
Learner answers peer E
informally
 Reflections on Observation Task 1: Chit Chat

Read the questions below and write your answers

What was the most common reason for speaking?

The most reason for speaking is that the children like to show their
knowledge to others.

What was the least common reason for speaking?

The least reason for speaking is because some children they do not like to
answer a question incorrectly, and some of them they feel shy to answer.

Were there any boxes with no ticks?

Yes, that (Learner asks teacher a question).

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

In my opinion, I prefer that spend on the teacher talk is half the lesson, so
she give the chance for the children to talk.
But in actual class that is near that the teacher spends whole the lesson to
talk.

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

No, I feel that it is good for the teacher to spend half the lesson she talks,
and the other half the children talk.

What do you think is an appropriate sequence of interaction patterns?

It is good, that the teacher asks questions and give the children the time to
think and answer her questions.

Now consider how much Arabic was used. Do you think it was used
appropriately?
Why? / Why not?

Yes, the teacher use the Arabic only when they did not
understand to much or at all. When the children did not
understand some words, she puts these words in sentences and
 she give a time for the children to guess the meaning of these
words.

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?

Because the children will know when they will use these words or sentences
and the way of use it. Their knowledge will become more and more, and they
will can communicate with the others. Moreover, It will be easy to use these
words or phrases in the future.

C. What role do you think Arabic should play in the English classroom?