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    Observation Task 1

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    api-300889911
    The document summarizes an observation of a Grade 3 English language lesson with 25 learners. The teacher, Ms. Hessa, aimed to revise counting numbers in the tens and teach preposition words. She used a whiteboard, PowerPoint slides, a box, puppet and labels with preposition words. The observer noted the reasons students spoke and how frequently each occurred. Most common was repeating words after the teacher as a whole class. Least common was answering direct questions. All boxes had ticks. The teacher did 5-10 minutes of introduction and 80% of talking to explain lessons and activities, allowing 20% for student talking. The amount of teacher talk was deemed appropriate. Arabic was used twice to translate difficult words, with

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    Observation Task 1

    Uploaded by

    api-300889911
    38 views5 pages
    The document summarizes an observation of a Grade 3 English language lesson with 25 learners. The teacher, Ms. Hessa, aimed to revise counting numbers in the tens and teach preposition words. She used a whiteboard, PowerPoint slides, a box, puppet and labels with preposition words. The observer noted the reasons students spoke and how frequently each occurred. Most common was repeating words after the teacher as a whole class. Least common was answering direct questions. All boxes had ticks. The teacher did 5-10 minutes of introduction and 80% of talking to explain lessons and activities, allowing 20% for student talking. The amount of teacher talk was deemed appropriate. Arabic was used twice to translate difficult words, with

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    observation task 1

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    The document summarizes an observation of a Grade 3 English language lesson with 25 learners. The teacher, Ms. Hessa, aimed to revise counting numbers in the tens and teach preposition words. She used a whiteboard, PowerPoint slides, a box, puppet and labels with preposition words. The observer noted the reasons students spoke and how frequently each occurred. Most common was repeating words after the teacher as a whole class. Least common was answering direct questions. All boxes had ticks. The teacher did 5-10 minutes of introduction and 80% of talking to explain lessons and activities, allowing 20% for student talking. The amount of teacher talk was deemed appropriate. Arabic was used twice to translate difficult words, with

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as docx, pdf, or txt
    38 views5 pages

    Observation Task 1

    Uploaded by

    api-300889911
    The document summarizes an observation of a Grade 3 English language lesson with 25 learners. The teacher, Ms. Hessa, aimed to revise counting numbers in the tens and teach preposition words. She used a whiteboard, PowerPoint slides, a box, puppet and labels with preposition words. The observer noted the reasons students spoke and how frequently each occurred. Most common was repeating words after the teacher as a whole class. Least common was answering direct questions. All boxes had ticks. The teacher did 5-10 minutes of introduction and 80% of talking to explain lessons and activities, allowing 20% for student talking. The amount of teacher talk was deemed appropriate. Arabic was used twice to translate difficult words, with

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as docx, pdf, or txt
    of 5

    Observation Task 1: Chit Chat

    Class:

    Three/2

    Length of lesson:

    Number of learners: 25
    45min.

    Teacher observed: Ms. Hessa

    Language Learning Goals: Revision about counting numbers in the tens,


    learn the preposition words.
    Materials used: white board, PowerPoint slides, box, poppet (rabbit), labels
    (preposition words).
    Reason for speaking
    1

    Learne
    rA

    Learner
    B

    Learner
    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 )

    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 (Permission)

    1
    0

    After the Observation


    Write your answers in the boxes:

    What was the most common reason for speaking?

    Repeat words (Whole class).

    What was the least common reason for speaking?

    Learner answers direct question from teacher.

    Were there any boxes with no ticks?

    Nothing.

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

    At the begging of the class she used 5-10 minute teacher talking. Where, she asked
    the students about the date, the months in a year, the days in a week, and about
    the attendance. Then, the used 80% talking. She explained the lesson, explain the
    activities, give them instruction, and feedback. But the students used around 20%
    talking. And that, when they answer the teachers questions, expresses their
    opinion, and asks questions.

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

    The teacher should talk in the classroom for many reasons, such as: explaining the
    lesson and gives the instruction. But, that doesnt mean students will not talk at all.
    They need to talk to check their understanding and that the most important things.
    And so, the teacher spends her time talking in the right amount . Which she
    achieved her goals and let the students ask and answer.

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

    The teacher has to talk in the appropriate areas such as, introduces the new lesson, gives
    feedbacks and explain the instruction. Adding to that, the teacher may give time to the
    students to participate in the class and allow them to express their feelings.

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

    The teacher used Arabic around twice only , and that to translate the difficult words
    for the students. But, she tried first to explain it in English. Also, she tries all the
    time to prevent the students from using Arabic in the class, where the students
    speak almost English in the class.

    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?
    The teacher needs to speak to demonstrate the lesson, because
    teacher using a variety ways of enhancing the students learn and
    facilitates the information. Adding to that, explain the
    instructions, to help students work safely and smoothly. And
    inform the students about the rules because, students need to
    know how they have to be informed how they should behave, and
    thats increase the misbehave.

    For learners?
    Students need to ask questions and answer questions to assess
    their understanding, students talks to extend their knowledge,
    and that give children the ability to learn by discovery learning.
    Adding to that, its help students to communicate, explore, and

    discuss. The teacher can do that by letting the students feel they
    are important and give them the chance to feel free to talk.
    (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, like asking for help, or asking
    to borrow something?

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