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Task 1

The document is an observation table from a primary level BAS class. It records the reasons 19 learners spoke during a 45 minute English language lesson taught by teacher bakieeta. The most common reason for speaking was for learners to repeat new words or review previous words after the teacher. The least common reason was for learners to speak while working on activities. The appropriate sequence of interaction was identified as teacher talk time to explain activities followed by learner talk to answer questions. The teacher used some Arabic, primarily to explain one new word.

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53 views

Task 1

The document is an observation table from a primary level BAS class. It records the reasons 19 learners spoke during a 45 minute English language lesson taught by teacher bakieeta. The most common reason for speaking was for learners to repeat new words or review previous words after the teacher. The least common reason was for learners to speak while working on activities. The appropriate sequence of interaction was identified as teacher talk time to explain activities followed by learner talk to answer questions. The teacher used some Arabic, primarily to explain one new word.

Uploaded by

api-302296826
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
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EDUCATION DIVISION

BAS Primary

Observation Table, Task 1:


Reasons for speaking in the classroom
Class:

one /3

Number of learners:

Length of lesson: 45 min

19

Teacher observed: bakieeta

Language Learning Goals:


Materials used:

cards

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/ groupwork activity)
Learner answers a partner in Arabic
- (pair/ groupwork activity)
Learner speaks to the teacher informally
- (Add E for English; A for Arabic)
Other reason(s) for speaking

Learner
A

Learne
rB

Learne
rC

After the Observation

Write your answers in the boxes:

What was the most common reason for speaking?

Reapate after the teacher the new words or to review word from the previous lesson

What was the least common reason for speaking?


While the students work on the activites

Were there any boxes with no ticks?

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

Yes

When the teacher explaing the whole worsheet for the students

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

Just the right amount of talk beacouse the teacher do not take the whole time of speaking
she explain the activity and in the smae time she convesate with the students

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

Teacher talk time is when she is explain the activity/ students talk when they answer
quastions.

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

She use arabic when she tell the students the meaning of one word only.
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?
for learners? (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, likeasking for help, or asking to borrow something?

A:answer: for teachers- is to let the students understand what


she is giving them
for lereners: for learners hte talk is very importents becouse it help them to develop their
language and if they spell the word incorrect the teacher can correct the wrong.

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