Observation Table

Reasons for speaking in the classroom

Class: KG 2/2
Number of learners: 24
Length of lesson: 45 Minutes
Teacher observed Language: English
Learning Goals:
The letter T understanding
Materials used:
Worksheets, flashcards, teddy bear, turtle, toy, colors, letter t print
outs, decoration stickers for the letter t, building blocks with the letter t on them, teddy
bear cakes as a reward, envelopes with words starting with the letter t inside (students
circle the letter t), pencils, and a video.
Reason for speaking

Learner A

Learner B

Learner C

Learner repeats word / phrase

1 after teacher whole class

EA E

EEE

A EA

Learner repeats word / phrase

2 after teacher group / pair

Learner repeats word / phrase after

3 teacher individual

Learner answers direct question

4 from teacher

A E

Learner answers open question

5 from teacher

EA

6 Learner asks teacher a question

A E

Learner answers a partner in

7 Paired work activity

Learner answers a group member

8 in group work activity

A E

Learner answers the teacher

9 informally

10 Learner answers peer informally

11 Other reason for speaking

A E

A E

A E

12 Other reason for speaking

Reflections on Observation Task 1: Chit Chat

What was the most common reason for speaking?
- Asking and answering questions, and asking to drink water or asking to be excused to
go to the bathroom.
What was the least common reason for speaking?
- Whilst working on their activities, because they know what to do.
Were there any boxes with no ticks?
- None.
How much of the lesson was spent on the teacher using Teacher Talk, in your opinion?
- Around 60% of the lesson was spent on teacher talk.
Do you feel it was an appropriate amount of talk? Why / Why not?
- Yes, because she was explaining everything to them. But I feel like around 40%
would be more appropriate.
What do you think is an appropriate sequence of interaction patterns?
- The class would listen to the story as a whole group, then work in pairs on retelling
the story. Then teacher will work with the whole group again to assess their outcomes
and do the closure.
Now consider how much Arabic was used. Do you think it was used appropriately?
Why? / Why not?
- Yes, because to students the Arabic language is a reflex and what theyre used to, they
usually use it when theyre about to answer, but when they remember theyre in
English class they start to try to explain it in English.
Reflection for Bonus Points
Choose one of the following questions (A, B, or C) and write your answer:
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?
- To allow students to familiarize themselves with the English language in their everyday
life, and start to slowly grasp the language and use it as well.