Observation Task 2: Observing a teacher during a Listening

Lesson
Reference: Tanner, R. & Green, C. (1998) Tasks for Teacher Education: A Reflective
Approach,Unit 6, Task 3, p.42.

Objective

To think about EFL learners success in listening and to reflect upon ways of improving
their listening skills.

Procedure

You will need a copy of the Observation Table: Teaching Listening

Before the Observation

Arrange to observe a lesson that focuses on listening

During the Observation

Complete the Table: Teaching Listening. Make notes in the appropriate column
on:

The kind of preparation the learners do for listening

The time spent on preparing learners to listen
The learners' purpose in listening: was it stated by the teacher?
The type, topic and length of listening text
The number of times learners listened to the same text or part of the text

Example of a completed row of the Observation Table for Listening

Kind of Preparation

Time spent
on
preparation

Purpose
stated (Y/N)

Type of text, topic

and length

No. of
times
text
heard

T showed picture of father

and daughter and elicited
what they might be talking
about. T gave true/false
questions out before tape
was started.

5 mins

No

Dialogue between
father and daughter
(3 mins)

Observation Table: For Task 2 Teaching Listening

Section:
10-2015

grade 1

Number of learners:

Length of lesson: 1 period

22 children

Date: 5-

Name of teacher observed: Khadija

Language Learning Goals:

To be able to learn all letters.
Review all letters
Materials used:
Paper, pictures, song

Kind of Preparation

Teacher showed
students pictures in
iPad and asked them to
remember for the
activity.

Teacher wrote some

letters in the board and
asked them to focus in
it because she will ask
them about it.

Teacher sing the letters

song and asked them to
write the letter when
she stopped

Time
spent on
preparati
on
5 mins

Was
purpose
stated
(Y/N)

Teacher said watch

carefully because
when I finished all
picture I will ask you
to say the letters

Yes

No

Teacher said write

what you hear for
example, teacher
said write the
letter A then the
students hear the
letter and write in
the paper

No

Teacher said write

when I stooped
singing for example,
teacher sing
(a,b,c,d,e and f,
.) the
students will hear
when teacher
stopped the song .

5 mins

10 mins

Type of text, topic

and length

No. of times
text was
heard

2 mins

3 mins

During the song

After the Observation:

1

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

If they had some preparation, select (a) if they did not, select (b).
a. How did the pre-listening activity aid student understanding?
b. What pre-listening activity might have been done to help them
understand the target language better?
Teacher can use video sound to provide the letters because when the
students listen they know the letter without help.
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?
Teacher can ask to draw what they hear like teacher say A apple then
students will draw apple. This activity helps students to learn more about
letters.
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?
Teacher can give students worksheet about match between the letters and
pictures, teacher will help students she will give them the instruction for
example, teacher will say C cat the students start to find the picture and match
it.
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.

Teacher says in three times because some students do not follow her and some
students have not finish the first questions also, some students not sure about
their answer and they want to sure about it when teacher say again.
c. Did the learners hear the whole text at once, or in parts?
If so, which was the most helpful?

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.
The benefits of using the model it helps students to understand the lesson, to
organize the lesson, it helps students to follow the lesson, but the
disadvantage of using the model it makes students feel bored.

Activity

Time

Interaction

write
what
you
hear

say the
letter

teacher
with
student
s

10

teacher
with
student

video
activity

Teacher
with
student
s

Teacher (activity

Students (activity

Purpose /

+ actual words

+ actual words

objective of the

said)

said)

activity

Teacher
said write
the letter
you hear
it.

Students
said the
letters.

Students
will
remember
all letters.

Teacher
asked the
students
to say the
letters.
Teacher
showed
them
video
about
letters and
asked
them to
make list
and write
what
letters
they see in
the video.

Students
said all
letters.

Students
will spell all
letters
correctly.

Students
said all the
letters
they
watched in
the video.

Students
will
memorize
the shapes
of all
letters they
get.

MCT comments

C. What role do you think Arabic should play in the English classroom?

Teacher talks in Arabic to explain some activity or rules for students

because some students do not understand when teacher talk in English
that make them to sit without do any things and start to find any things to
play with it. Also, teacher talks in Arabic to give them the instruction.