Reason

for speaking Ahmad Fatma Farah

Learner repeats word / phrase
1 after teacher – whole class E E/A -
Learner repeats word / phrase
2 after teacher – group / pair A A A
Learner repeats word / phrase
3 after teacher – individual E E E
Learner answers direct question
4 from teacher E E E
Learner answers open question E _
5 from teacher E
6 Learner asks teacher a question E
E E

Learner answers a partner in A
7 Paired work activity A A
Learner answers a group member A
8 in group work activity A A
Learner answers the teacher E
9 informally E/A E
10 Learner answers peer informally
A A A
11 Other reason for speaking
A E E
12 Other reason for speaking

Read the questions below and write your answers

What was the most common reason for speaking?
- Mostly it was for answering the teachers questions and participating in the
class.

What was the least common reason for speaking?
-The least common reason for speaking was when the students had a question.

Were there any boxes with no ticks?
- Yes. (Farah had two boxes)


How much of the lesson was spent on the teacher using ‘Teacher Talk’, in your
opinion?
- it wasn’t too much, she would mostly let the students talk.

Do you feel it was an appropriate amount of talk? Why / Why not?
- yes it was, because the students also had the opportunity to talk.

What do you think is an appropriate sequence of interaction patterns?
- I think a good sequence will be for example: The teacher asks a question, the
students answer, and the teacher gives them an immediate feedback.

Now consider how much Arabic was used. Do you think it was used
appropriately?
Why? / Why not?
- In the English lesson you won’t hear any Arabic accept when the students talk
to each other. Yes, because the students were forced to talk in English which
will develop their language.