Scribd
Upload
52 views3 pages

Tasks

This document summarizes an observation of student speaking patterns in an English language classroom with 30 students over 45 minutes. The language learning goals were understanding the words "any" and "some". The observer tracked 11 different reasons students may speak, including repeating words/phrases after the teacher, answering questions, asking questions, and speaking to peers. Direct answers to the teacher's questions was the most common reason for speaking. Repeating words/phrases with the whole class was the least common, likely because the lesson focused more on grammar than vocabulary. Some boxes had no ticks, like students answering peers in English, perhaps because the teacher did not focus on that. The teacher's "Teacher Talk" likely took less than 20 minutes,

Uploaded by

api-301209889
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
52 views3 pages

Tasks

This document summarizes an observation of student speaking patterns in an English language classroom with 30 students over 45 minutes. The language learning goals were understanding the words "any" and "some". The observer tracked 11 different reasons students may speak, including repeating words/phrases after the teacher, answering questions, asking questions, and speaking to peers. Direct answers to the teacher's questions was the most common reason for speaking. Repeating words/phrases with the whole class was the least common, likely because the lesson focused more on grammar than vocabulary. Some boxes had no ticks, like students answering peers in English, perhaps because the teacher did not focus on that. The teacher's "Teacher Talk" likely took less than 20 minutes,

Uploaded by

api-301209889
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 3

Observation Table, Task 1:

Reasons for speaking in the classroom


Class:Five

Number of learners:30

Length of lesson: 45 minutes

Teacher observed:

Language Learning Goals: To know when the students use any and some.
Materials used: Pupil's book

Reason for speaking

Learner Learner Learner


A
B
C

Learner repeats word(s) after teacher


- (whole class together)

Learner repeats word(s) after teacher


- (group / pair together)

Learner repeats word / phrase after teacher


- (individual )

XXX

Learner answers direct question from teacher

XX

XXXX

Learner answers open question from teacher

Learner asks teacher a question

XX

XX

XX

Learner answers a partner in English


- (pair/ group work activity)

Learner answers a partner in Arabic


- (pair/ group work activity)

XXXX

XX

Learner speaks to the teacher informally


- (Add E for English; A for Arabic)

EA

EA

10

Other reason(s) for speaking

After the Observation


Write your answers in the boxes:
What was the most common reason for speaking?
Direct answers

What was the least common reason for speaking?

Repeat the phrase

Were there any boxes with no ticks?

repeating the words (Whole class and group) because the lessons not focus on the
vocabulary. It focus the most on grammar and phrase.
- Learner answers a partner in English. I think because the teacher didn't focus on
students talking with partners in English.

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

Less than 20 minutes.

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

Just the right amount of talk. The teacher has balanced the talking and the listening.

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

It develop their speaking by make them practice their second language.


Share different ideas and information through interaction.

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

I think they talk half of the time in Arabic and other half time in English.
Because they talk mostly with the teacher in English because one of her rules is to talk
in English to get high mark.
When they work their partners they talk in Arabic.

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? It is important to make the lesson easier. teacher
talk mostly when she explain the lesson, giving examples and
teach them different manners.
for learners? (Think about the What and How.) To show their
understanding, express their ideas and engage with the lesson.
B. Why is it important to think about using English for varied purposes in the
classroom?

You might also like