Observation Task 1: Chit Chat

Observation Table:
Reasons for speaking in the classroom

Class: 2/4
Number of learners: 20
Length of lesson: Half an hour

Teacher observed Language: English - sound/phrase

______
Learning Goals: At the end of the lesson student will be able
recognize the sounds/high frequently words.
Materials used: Data show- flashcards

Reason for speaking Learner A Learner B Learner C

Learner repeats word / 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 E E
5 question
6 from teacher
Learner asks teacher a - - -
question
Learner answers a A A A
7 partner in
Paired
Learnerwork activity
answers a group A A A
8 member in group work
activity
Learner answers the E E E
9 teacher
10 informally
Learner answers peer E E E
informally
 11 Other reason for Explain the
speaking questions in
Arabic to his
friends.
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, because the children most repeat to learn the
sound, words. Also, to be able to participate in the class.

What was the least common reason for speaking? Learner answers direct
question
from teacher, because sometimes they maybe dont know the answer and
they scared of making any mistakes. Which is not good, because as a
teacher you must be supportive, positive.

Were there any boxes with no ticks? Yes, in the learner asks teacher a
question, because I observe that they dont ask questions to the teacher,
usually if a child didnt know he ask his friends.

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

Do you feel it was an appropriate amount of talk? Why / Why not? Yes of
course, because it was teacher center. I observe that the children felt board,
not interesting, they are just listening. Not participating more.

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

To make a limit time for teacher talk, creating games, activity for children to
make good interaction patterns. Make a discussion lesson for children to talk.

Now consider how much Arabic was used. Do you think it was used
appropriately?
Why? / Why not? I think it was good, because the teacher didnt used a lot.
She tried to speak in English overall . Just for some words she translated in
Arabic for children to know it.
 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? To explain the procedures of the activity,
talk to the children to help, facilitate them.

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 if you used English only in the examples this will
limit the vocabulary, the learners will not gain more vocab, so I briefer to use
English in everything like, correcting, asking to borrow something and in
asking about their feeling, opinion. This will give the learners a chance to use
their new vocab that they learnt.

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