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Task 1

The document summarizes an observation of a grade 3 English language lesson. It notes the classroom had 30 learners and the lesson was 45 minutes. The teacher was observed using materials like a whiteboard, thread, chairs, tables and plates with prepositions written on them to teach prepositions. A table tracks the reasons students spoke, with the most common being repeating the teacher, and the least being answering direct questions. After, it was noted the teacher spoke 50% of the time, engaging students, and a small amount of Arabic was used appropriately to explain something not understood in English.

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52 views

Task 1

The document summarizes an observation of a grade 3 English language lesson. It notes the classroom had 30 learners and the lesson was 45 minutes. The teacher was observed using materials like a whiteboard, thread, chairs, tables and plates with prepositions written on them to teach prepositions. A table tracks the reasons students spoke, with the most common being repeating the teacher, and the least being answering direct questions. After, it was noted the teacher spoke 50% of the time, engaging students, and a small amount of Arabic was used appropriately to explain something not understood in English.

Uploaded by

api-301274425
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Observation Table, Task 1

Reasons for speaking in the classroom


Class:

Grade 3

Length of lesson:

Number of learners:

30

45 minutes

Teacher observed: Amina Abdulkarim


Language Learning Goals:

introducing prepositions

Materials used: white board thick thread chair table plates with
prepositions written on it book.

Reason for speaking


1

2
3
4
5
6
7
8
9

1
0

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 )
Learner answers direct question from teacher
Learner answers open question from teacher
Learner asks teacher a question
Learner answers a partner in English
- (pair/ group work activity)
Learner answers a partner in Arabic
- (pair/ group work activity)
Learner speaks to the teacher informally
- (Add E for English; A for Arabic)
Other reason(s) for speaking

Learne
rA
+++
+

Learne
rB

Learne
rC

++++

+++

++
+

+
+
+

++

After the Observation


Write your answers in the boxes:

What was the most common reason for speaking?


The students were repeating after the teacher.

What was the least common reason for speaking?


Students answer direct question from teacher.

Were there any boxes with no ticks?


Yes

How much of the lesson was spent on the teacher using Teacher Talk, in
your opinion?
50 % teacher talk 50 % student talk

Do you feel it was too much / too little / just the right amount of talk? Why /
Why not?
The right amount, because the teacher was explaining and engaging
at the same time.

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

The teacher was talking when she was explaining the lesson and I saw
that the teacher gives time for the children to talk and participate

Now consider how much Arabic was used. Do you think it was used
appropriately?
Why? / Why not?
2% of the teacher talk was in Arabic.
It was appropriate because she was explaining something that the
children did not understand in English.

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