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: grade one /3

Number of learners: 19

Length of lesson:30 min

Date:6-10

Name of teacher observed: bakhita

Language Learning Goals:

Materials used:

Kind of Preparation

Teacher put pictures on the

bored (Story- the three
bears)

A worksheet for each

student that has number
and some shapes that the
teacher say the color and
number.

Time
spent on
preparati
on
5 Min

5-8 min

Was
purpose
stated
(Y/N)

No

Yes

No. of times
text was
heard

Type of text, topic

and length
To let the students
know the sequences for
the story.
(10-15 min)

Let the students know

the name of color and
the numbers.

After the Observation:

1

What preparation (i.e. pre-listening activity) did the teacher give the learners
before they listened to the text?
No

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?
model the activity before giving them.
2

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

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

a. What were the aims of the while-listening activity/activities?
Engage them to do the activity and to encourge them to complate it.
b. What while-listening activity/activities might have helped the learners more to
understand what they were listening to?
3a.

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

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

a. What were the aims of the post-listening activity/activities?
To let the students understand the activity more.
b. What post-listening activity/ activities might have helped the learners more to
understand
what they had heard?
4a.

How many times did the learners listen to the text/recording? 2-3 times
b. Would it have increased their understanding if they had been allowed to listen
to the
text/recording again? Explain.
Yes, becouse their is low level students in the class.
c.

Did the learners hear the whole text at once, or in parts? Parts
If so, which was the most helpful? In parts, to let the low- level students
understand it more.

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.

Pre- listening:
Advanteges: the students will take an idea about the
activity.
Dis-advanteges: Most of the students will feel bored if they
know the idea.
While-listeing:
Advanteges: Help students to understand the cocept of
the activity.
Dis-advanteges:Post listening:
Advanteges: Help the students to understand the
activity more.
Dis-advanteges: some of the stydents will feel bored.

Activity

Time

5-8

Interaction

Teacher (activity

Students (activity

Purpose /

+ actual words

+ actual words

objective of the

said)

said)

activity

students start

the teacher start

the students listen

the purpose of this

listen to the

to sing with

to say to the

to the song the first

activity is to let the

to the song

the teacher

students "i will

time the second

student s use their

and the song

play the song,

time they start to

lisening skill in the

listen to the song

sing with it

classroom .

MCT comments

carefully then
reapet with the
song"

C. What role do you think Arabic should play in the English classroom?
when the students do not understand a new word.