Observation Table: Reasons for speaking in the

classroom

Class: KG 2-3
Number of learners: 26 Students.
Length of lesson:

45 Minute.

Teacher observed Language: English- Arabic.

Learning Goals: Students will be able to listen and identify phonemes
in words start with sound n.
Materials used: White board, data shows, marker board, Goblet,
thatch, Photos birds, scissors, glue, , Eye lenses, colored papers,
Wooden board, salt, sugar, Sticks ears, white paper, tin foil, plate,
IPad, Videos.

Reason for speaking

1
2

Learner repeats word /

phrase
after
teacher
whole
Learner
repeats
word /
phrase
after
teacher
group
Learner
repeats
word //

phrase after teacher

individual
Learner answers direct

question
from
teacher
Learner
answers open
question
from
teacher
Learner
asks teacher a

5
6

Fatima
Salem
E E E
E E

E E

E E E
E E A
E

question
7

Learner answers a
partner in
Paired
activity
Learnerwork
answers
a

group member in group

work
activity
Learner
answers the

teacher
informally
Learner answers peer
informally

1
0

Salem

E E E
E A
E A

A E

1
1

Other reason for

speaking

1
2

Other reason for

speaking

E
E

Reflections on Observation Task 1: Chit Chat

1- What was the most common reason for speaking?

While the teacher asking question to introduce the lesson, while the children didnt
understand and need to ask teacher question.
2- What was the least common reason for speaking?

While the teacher give them the instruction, while they are at the carpet the students
didnt talk because the teacher get their attention.
3- Were there any boxes with no ticks?

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

While the teacher start greeting children to close the lesson, it should talk to more than
15 minute.
5- Do you feel it was an appropriate amount of talk? Why / Why not?

Yes, because the teacher talk to guide children start through the lesson and give them the
instruction , end of the lesson the teacher talk to see what they did and what they
understand.
6- What do you think is an appropriate sequence of interaction patterns?

The teacher start the day by greeting the children, take the attendance, engage the
children, introduce the lesson by asking question, explain for them the concept of the
lesson, getting them to the activities, modeling the activities, helping the children, give
them time to clean up, back them at the carpet, asking what they did, assess the children
to make sure all the students understand, make line for the snack time.

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

During the lesson the teacher was speak English languages, then translate to Arabic
language so the children can get the idea and understand the word from the Arabic to
English language. The teacher was talk Arabic language normal not too much, she give
the children the instruction first in English then explain it in Arabic.

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.
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?

Its necessary for the children to learn English languages. Mostly the teacher always try to
praise the children in English. The English language children use it for every day, they
may asking question if they have something or need something from the teacher.