Observation Table: For Task 2 Teaching Listening

Section: 4/1 Number of learners: 24 Date: 20-2-2018

Length of lesson: 30 minutes Name of teacher observed: Kaltham Hussain

Language Learning Goals: Past tense

Materials used: Audio Recording, White board, Smart board

Was
Time spent
purpose Type of text, topic and No. of times text
Kind of Preparation on
stated length was heard
preparation
(Y/N)

T explains what the lesson is Story: A Fair solution

going to be about 1 paragraph
5 minutes 1 time
Y

T speaks about topics related 5 sentences (1 paragraph)

to the lesson as an introduction 10 minutes 2 times
Y

Students
Teacher (activity Purpose /
Activity Time Interaction (activity + MCT comments
+ actual words objective of the
actual words
said) activity
said)

T asks what Sts answer To

T explains the T-S the students what they understand
story 10 S-T understood thought the purpose
minutes about the of the story
story
Circle the correct T asks Sts circle Extract
word 10 T-S students to the correct answers from
minutes SS read silently answer audio
after
listening to
the audio
After the Observation:

1 What preparation (i.e. pre-listening activity) did the teacher give the learners before they
listened to the text?

If they had some preparation, select (a) if they did not, select (b).

a. How did the pre-listening activity aid student understanding?

• It gave them an idea of what they were going to need to listen out for.

b. What pre-listening activity might have been done to help them

understand the target language better?

2 Were the learners engaged in a while-listening activity/activities?

If they were, select (a); if not, select (b).

a. What were the aims of the while-listening activity/activities?

b. What while-listening activity/activities might have helped the learners more to

understand what they were listening to?
• It might have been more helpful to pause in between the audio and
point out certain things they may need to focus on.

3a. Did the learners have a post-listening activity/activities?

If they did, select (a); if not, select (b).

a. What were the aims of the post-listening activity/activities?

b. What post-listening activity/ activities might have helped the learners more to
understand what they had heard?

• A speaking activity would have been preferable because then students

would communicate their ideas about the lesson with each other.

4a. How many times did the learners listen to the text / recording?

b. Would it have increased their understanding if they had been allowed to listen to the
text/recording again? Explain.

c. Did the learners hear the whole text at once, or in parts?

If so, which was the most helpful?
• They heard it all at once and continuously without pause, but I think it
might be best to play it the first time while pausing and explaining and
then playing it another time without pause since the students would
then know what they need to do.

2
Reflection

Think about the advantages and disadvantages of using the model of pre-, while- and post-
listening activities to teach a listening lesson. Write first from the perspective of the teacher
and then from the perspective of the learners.

• Having the lesson divided into parts from the teacher’s perspective is
useful when it comes to making sure that the whole content is going to
be delivered to the students in an organized matter. On the other hand,
it is also a very time consuming task which is the disadvantageous
part.

• From the student’s perspective, they will be getting extra explanation

before each activity which is good for learners who need someone to
follow up with them and help scaffold them with instructions. But, if
this method is not implemented correctly and in a messy manner then
the students will not be benefitting much.