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Observation Task 1: Chit Chat: Grade 3 / 2 26 45 Minutes English Learn About The Family Members Data Show, Books, Song

The document describes an observation of a grade 3 English language class with 26 students. It notes the learning goals, materials used, and reasons for students speaking during the lesson. The most common reason for speaking was repeating words after the teacher to the whole class. The reflection questions whether the amount of teacher talking time was appropriate and suggests a better sequence of interactions. It also questions whether Arabic translations were overused without visual aids.

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40 views

Observation Task 1: Chit Chat: Grade 3 / 2 26 45 Minutes English Learn About The Family Members Data Show, Books, Song

The document describes an observation of a grade 3 English language class with 26 students. It notes the learning goals, materials used, and reasons for students speaking during the lesson. The most common reason for speaking was repeating words after the teacher to the whole class. The reflection questions whether the amount of teacher talking time was appropriate and suggests a better sequence of interactions. It also questions whether Arabic translations were overused without visual aids.

Uploaded by

api-338371784
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Observation Task 1: Chit Chat

Observation Table:
Reasons for speaking in the classroom

Class: Grade 3 / 2
Number of learners: 26
Length of lesson: 45 minutes
Teacher observed Language: English
Learning Goals: Learn about the family members
Materials used: Data show, Books, Song

Reason for speaking Learner A Learner B Learner C


Learner repeats word / phrase
1 after teacher whole class EEE EEE EEE
Learner repeats word / phrase EEE EAE EAE
2 after teacher group / pair
Learner repeats word / phrase EEE AEE EEA
3 after teacher individual
Learner answers direct question E A A
4 from teacher
Learner answers open question E A A
5 from teacher
6 Learner asks teacher a question E EA A

Learner answers a partner in A A


7 Paired work activity
Learner answers a group AE A
8 member in group work activity
Learner answers the teacher E EA A
9 informally
10 Learner answers peer informally E EA A

11 Other reason for speaking Asking


question
12 Other reason for speaking
Reflections on Observation Task 1: Chit Chat

Read the questions below and write your answers

What was the most common reason for speaking?


-They repeat after the teacher.

What was the least common reason for speaking?


- They did not know how to say the word.

Were there any boxes with no ticks?


-Yes.

How much of the lesson was spent on the teacher using Teacher Talk, in your opinion?
- The teacher starts to present the lesson half of the class and the other half of the class the
student work on their book and doing the activity, so she uses 50% and the other the student do
it.

Do you feel it was an appropriate amount of talk? Why / Why not?


-Yes, she presents the whole and talking about the lesson, then the student talks to their
partner.

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


- At the opening, the teacher presents the lesson and asking the student, and chose a leader of
the groups to help her and make the lesson easy, then she goes around the class and helps them
while they do the activity.

Now consider how much Arabic was used. Do you think it was used appropriately?
Why? / Why not?
- A lot the teacher translates the word direct without using picture or object if the student did
not understand, and it is not good ways of teaching the new word, in this case, they do not learn.

Reflection for Bonus Points

A. Why is talk important?


- For Teacher: teachers talk to teach the lesson and to deliver information
to the student and understanding what the lesson is about, and teachers should speak
in English to qualifying the students to speak in English also.

- For Lerner: it helps them to develop their second language, and while they were talking to
their partner, they feel confident.

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