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    Task 1

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    The document appears to be an observation table from an English language class. It contains information about the class such as date, number of students, and length of lesson. It then lists different reasons students may have for speaking in the classroom such as repeating words after the teacher, answering questions, or asking questions. The table is used to check off which students engaged in each speaking activity. At the end it asks the observer to answer some reflective questions about the class including determining the most and least common reasons for speaking, how much time the teacher spent talking, and how much Arabic was used.

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    Task 1

    Uploaded by

    api-302334321
    13 views3 pages
    The document appears to be an observation table from an English language class. It contains information about the class such as date, number of students, and length of lesson. It then lists different reasons students may have for speaking in the classroom such as repeating words after the teacher, answering questions, or asking questions. The table is used to check off which students engaged in each speaking activity. At the end it asks the observer to answer some reflective questions about the class including determining the most and least common reasons for speaking, how much time the teacher spent talking, and how much Arabic was used.

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    task 1

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    The document appears to be an observation table from an English language class. It contains information about the class such as date, number of students, and length of lesson. It then lists different reasons students may have for speaking in the classroom such as repeating words after the teacher, answering questions, or asking questions. The table is used to check off which students engaged in each speaking activity. At the end it asks the observer to answer some reflective questions about the class including determining the most and least common reasons for speaking, how much time the teacher spent talking, and how much Arabic was used.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as docx, pdf, or txt
    13 views3 pages

    Task 1

    Uploaded by

    api-302334321
    The document appears to be an observation table from an English language class. It contains information about the class such as date, number of students, and length of lesson. It then lists different reasons students may have for speaking in the classroom such as repeating words after the teacher, answering questions, or asking questions. The table is used to check off which students engaged in each speaking activity. At the end it asks the observer to answer some reflective questions about the class including determining the most and least common reasons for speaking, how much time the teacher spent talking, and how much Arabic was used.

    Copyright:

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    of 3

    Observation Table, Task 1:

    Reasons for speaking in the classroom


    Class:

    5/3

    Number of learners:

    Length of lesson: 35 minute


    Language Learning Goals:
    Materials used:

    Teacher observed: Hajar Al Hmadi


    English and Arabic

    white board and book and highlight

    Reason for speaking


    1
    2
    3
    4
    5
    6
    7
    8
    9

    1
    0

    3 students

    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?

    Answer the question


    Reading

    What was the least common reason for speaking?

    Repeating

    Were there any boxes with no ticks?

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

    No

    15 minute

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

    Little because the students talk little in class.

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

    Not more

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

    The students talk in Arabic but they answer in English.


    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.
    watch
    Reflection
    Choose one of the following:
    A.

    Why is talk important?


    For teachers? To help the student understand the lesson.
    For learners? (Think about the What and How.) to improve the
    language.

    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? It is important to know more skills about the activity in English.

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