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Observation Task 1: Chit Chat

Class:

Three/2

Length of lesson:

Number of learners: 25
45min.

Teacher observed: Ms. Hessa

Language Learning Goals: Revision about counting numbers in the tens,
learn the preposition words.
Materials used: white board, PowerPoint slides, box, poppet (rabbit), labels
(preposition words).
Reason for speaking
1

Learne
rA

Learner
B

Learner
C

Learner repeats word(s) after teacher
- (whole class together)

2

Learner repeats word(s) after teacher
- (group / pair together)

3

Learner repeats word / phrase after teacher
- (individual )

4

Learner answers direct question from teacher

5

Learner answers open question from teacher

6

Learner asks teacher a question

7

Learner answers a partner in English
- (pair/ group work activity)

8

Learner answers a partner in Arabic
- (pair/ group work activity)

9

Learner speaks to the teacher informally
- (Add E for English; A for Arabic)
Other reason(s) for speaking (Permission)

1
0

E

A

E

A

After the Observation
Write your answers in the boxes:

What was the most common reason for speaking?

Repeat words (Whole class).

What was the least common reason for speaking?

Learner answers direct question from teacher.

Were there any boxes with no ticks?

Nothing.

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

At the begging of the class she used 5-10 minute teacher talking. Where, she asked
the students about the date, the months in a year, the days in a week, and about
the attendance. Then, the used 80% talking. She explained the lesson, explain the
activities, give them instruction, and feedback. But the students used around 20%
talking. And that, when they answer the teacher’s questions, expresses their
opinion, and asks questions.

Do you feel it was too much / too little / just the right amount of talk?
Why / Why not?

The teacher should talk in the classroom for many reasons, such as: explaining the
lesson and gives the instruction. But, that doesn’t mean students will not talk at all.
They need to talk to check their understanding and that the most important things.
And so, the teacher spends her time talking in the right amount . Which she
achieved her goals and let the students ask and answer.

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

The teacher has to talk in the appropriate areas such as, introduces the new lesson, gives
feedbacks and explain the instruction. Adding to that, the teacher may give time to the
students to participate in the class and allow them to express their feelings.

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

The teacher used Arabic around twice only , and that to translate the difficult words
for the students. But, she tried first to explain it in English. Also, she tries all the
time to prevent the students from using Arabic in the class, where the students
speak almost English in the class.

Extra reflection

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.

Reflection

Choose one of the following:

A.

Why is talk important?

 For teachers?
The teacher needs to speak to demonstrate the lesson, because
teacher using a variety ways of enhancing the students learn and
facilitates the information. Adding to that, explain the
instructions, to help students work safely and smoothly. And
inform the students about the rules because, students need to
know how they have to be informed how they should behave, and
that’s increase the misbehave.

 For learners?
Students need to ask questions and answer questions to assess
their understanding, students talks to extend their knowledge,
and that give children the ability to learn by discovery learning.
Adding to that, its help students to communicate, explore, and

discuss. The teacher can do that by letting the students feel they
are important and give them the chance to feel free to talk.
(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?