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Task 5
‘Observing a Teacher
during a Listening
Lesson’
EPC 2403 Teaching Practicum 2a
Observation Task 5:
References:
Brewster, J. and Ellis, G. (2004) The Primary English Teacher’s Guide. Essex: Pearson. (pp. 102-104).
Brewster, J. (1999). Listening and the Young Learner in Brumfit, C., Moon, J. and Tongue, R. Teaching
English to Children. From Practice to Principle. London: Longman
Objective
To consider 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 to observe and make
notes during 2 listening lessons.
Refer to both readings above and outline what the stages in a listening lesson. Consider
carefully what suggestions are made in order to deliver a lesson effectively – e.g how many
stages are there? How many times should students listen etc.
Complete the Table: Teaching Listening. Make notes in the appropriate column on:
Pre Listening
What did the teacher do prior to the listening task to prepare students – how did she engage and
prepare students for learning?
The time spent on preparing learners to listen
During listening
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
EPC 2403 Teaching Practicum 2a
Post Listening
Did the teacher check answers?
Was there a follow up activity?
What materials were used?
No. of
Purpose stated
Pre-listening Time spent Activity times text
(Y/N)
heard
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).
b. What pre-listening activity might have been done to help them understand the target
language better?
4. How many times did the learners listen to the text / recording?
a. Would it have increased their understanding if they had been allowed to listen to the
text/recording again? Explain.
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.
EPC 2403 Teaching Practicum 2a
Observation Table: Teaching Listening Lesson: English Telling a Story “Where’s My Teddy?”
Purpose (Objectives):
Time No. of
spent on Was purpose stated times
Pre-listening Activity
preparati (Y/N) text was
on heard
I pointed at the footprints on To engage the students The students tried to guess what
the floor and asked the animal has those footprints.
students which animal has To make them
those footprints? recognize the
footprints of the bear.
I played the sound of the bear 5 minutes The students kept guessing what
loudly and asked the students animal makes this sound and 2
what animal makes this sound To make them tried imitating it.
then I asked them to imitate it. recognize the sound
the bear makes.
I showed the students the story The students tried to guess what
book and asked them what do To expand their the story is talking about from
they see from the front book imagination and the front picture of the story
picture and what do they think knowledge. book.
the story is about?
Time No. of
spent on Was purpose stated times
While listening
preparati (Y/N) Activity text was
on heard
I started reading the story for To keep them attracted The students sat down around me
the students with sound and focused. and listened carefully while I’m
effects. reading the story.
I read it in English, and I To improve their The students were focused and 2
translated it in Arabic page by 15
English and help them into the story while I’m reading
page for them to understand minutes
in learning new words. it, they didn’t feel bored. The
the story. I also focused on the To scaffold students to students repeated the vocabulary
vocabulary words, and asked understand the story. words behind me.
them to repeat the words
behind me.
EPC 2403 Teaching Practicum 2a
I used the “Once Upon a To attract their The students were excited to
Time” box, while reading the attention. know what’s in the box and kept
story and inside it I had the guessing what could be in the
characters of the story, I To make my story box.
brought out a character out of more interesting and
the box each time a new exciting.
character appeared in the
story.
Time No. of
spent on Was purpose stated times
Post listening
preparati (Y/N) Activity text was
on heard
To identify the
characters in the story.
I showed the students To check the The students sat quietly and
flashcards of the characters in understanding. looked at the flashcards, they
the story and asked the raised their hand to answer the
students to say what do they To wrap up the lesson teacher of what do they see and
see and say anything about the and exit quietly. say what do they remember
character in the story. about the character in the story.
5 minutes 1
The students who understood,
raised the smiley face up and
I asked the students if they To express their who didn’t, raised the sad face
understood the story and feelings and up, then they raised the smiley
whether they like it or not. understanding and for face if they liked the story and a
the teacher to know sad face if they didn’t like it.
how they feel.
EPC 2403 Teaching Practicum 2a
Reflection
Discuss one aspect that YOU feel you did very well. Try to analyze why you think it worked well about the
successful strategy/ resource/activity/management style etc.
When I was reading the story, everyone was sitting in a circle on the mat around me, they were all
integrated and focused with me. Especially when I introduced the story by asking them which animal
has those footprints and by playing for them the sound of the bear. Also, while I was reading for them
the story, I used the “Once Upon a Time” box to show them the characters.
I knew all the students by their names, well-modulated voice / appropriate and suitable tone and
intonation, I had an engaging starter, I have presented the LO and I have provided several activities.
Very good story telling technique; students had so much fun. I have demonstrated the ability to
animate, also I asked HOTS and meaningful questions to students during activity time.
I believe it was successful because everyone was sitting quietly and listening to me till I finished
reading the story, I was able to engage them and attract their attention till I finished reading the story.
Resources:
- “Where’s My Teddy?” book story
- The bear footprints and sound
- “Once Upon a Time” box with real objects of the characters in the story
- Flashcards (memory cards game)
- Worksheets activities (maze, puzzle, circling)
Discuss an aspect identified by YOU that requires attention. Discuss what the problem was, why it occurred
and what action you intend to take to be more successful in the next lesson.
When I started giving them instructions about the activities they’ll be doing, they started to lose
interest, focus and attention, because of the mistake I did which was that I spent a long time for the
discussion.
Before I proceed to the next page of the book, I’ll ask questions focusing on asking them of the next
possible scenes.
I’ll ask them questions such as:
What do you think is the size of the bear?
How will you react if you are the big bear?
How big do you think is this bear? (Show/describe on the air)
How do we sleep?
As these questions will keep the students engaged during the storytelling.
I would like to change the fact of having a group to finish the activities and the others playing in the
corners. I’ll try to make them all finish their activities on the mat at the same time.
The teacher will be prepared for everything she’s going to say and do.
It’ll help her in managing her time and knowing what to do next in order, step by step.
The teacher will have everything ready.
It helps in reminding her the importance of repeating and the words she has to focus on, the
keywords in the story.
Have activities depending on the story.
The students will get engaged, kids enjoy story telling!
The consuming of time, some parts needs longer time than the duration of the lesson.
The teacher might be moving to the next step for example she’ll be moving from while to post
but the child might be still in while.
The teacher will face some challenges trying to adjust and finish.