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Observation Table:
Reasons for speaking in the classroom
Class:
2\6
Number of learners: 24
Length of lesson:
30 minutes
Teacher observed Language: English
Learning Goals: Recognizing letter N
Materials used:
Picture cards- Letter cards-TV-Song of sounds
Reason for speaking
Learner repeats word /
1 phrase
after
teacher
whole
Learner
repeats
word /
2 phrase
after
teacher
group
Learner
repeats
word //
3

phrase after teacher

individual
Learner answers direct

4 question
from
teacher
Learner
answers open
5 question
teacher
6 from
Learner
asks teacher a

Learner A
Deena
EEEEEE

Learner B
Moza

Learner C
Khalifa

EEEEE

EEEEE

EE

EE

EE

EA

EEEEE

EE

EE

AEE

EEE

question
Learner answers a
AAA
7 partner in
Paired
activity
Learnerwork
answers
a group A
8 member in group work
activity
Learner answers the
9 teacher
10 informally
Learner answers peer
informally
11 Other reason for
speaking

A
A

AA
A

AAAAAA

EA

EAAE

12 Other reason for

speaking

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Reflections on Observation Task 1: Chit Chat

Read the questions below and write your answers
What was the most common reason for speaking?
Students whether repeat words or phrases after the teacher or talk because
they want to chat or tell something to the teacher or a partner.
What was the least common reason for speaking?
Answering direct questions from the teacher
Were there any boxes with no ticks?
For one learner, answering direct question from the teacher because she
didnt ask him a question
How much of the lesson was spent on the teacher using Teacher
Talk, in your opinion?
60% of the lesson
Do you feel it was an appropriate amount of talk? Why / Why not?
Yes, because the teacher gave the students new information and didnt talk
for no reason, The teacher also gave the students a chance to talk and
express their ideas and needs during the session, but they might need more
time to talk.
What do you think is an appropriate sequence of interaction
patterns?
Whenever a teacher gives a piece of information, for example, a word or a
letter, she lets the students repeat it to make sure that they pronounce it
correctly.
If she gave them other pieces of information, she would ask them some
questions to see if they have paid attention and understood what she said.
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 fine because the exchange of
information between the teacher and the students was in English. The
teacher only talked in English with the students which made them try as hard
as they can to talk in English to tell her something.
If the students are saying something that is not related to the lesson they
would say it in Arabic because it is their language, but when they are talking
about the lesson, All the language that they are using is in English.

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

BachelorofEducation,EarlyChildhoodEducationDegree
correcting, for praising, for everyday uses, like asking for help, or asking to
borrow something?
Using English in various situations in the classroom will let the students be more
familiar with the language, and they will be able to understand more terms of the
language. They will be able to use the language in everyday situations other than
only using it in the classroom. Adding to that, talking in English would be easier for
the students if they listen to the language more because it will make them absorb it
better and be able to produce it.

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