Observation Table: For Task 2 Teaching Listening

Section: Number of learners: 23 Date:

Length of lesson: hour
Name of teacher observed: Susie Walsh
Language Learning Goals: pair discussion about science subject

Was
Time spent
purpose Type of text, topic and No. of times text
Kind of Preparation on
stated length was heard
preparation
(Y/N)
Pair discussion hour Yes volcano One time

After the Observation:

1 What preparation (i.e. pre-listening activity) did the teacher give the learners before they
listened to the text? Yes, she introduce the topic and ask students to pair together
and talk what they know about volcanoes.
If they had some preparation, select (a) if they did not, select (b).
a. How did the pre-listening activity aid student understanding?
To know the topic about which kind of lessons they will heard.
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?
Share their ideas, learning from each others and know prepositions,
such as on, at, the, up.
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?
If they did, select (a); if not, select (b).
a. What were the aims of the post-listening activity/activities?
Recycling what they heard from their friends.
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?
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?

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: helpful to know about what they are listening for, and what they talking
about?
While-listening: remained the information and vocabulary words that hear from other
while they pair discussion.
Post-listening: recycle the information and vocabulary words.

Pre-listening: some students do not have any ideas about the subject and they want the
teacher to talk explain more about the subject.
While listening: they confuse between the information that they hear from pairs if and
what they already know then they think what their peers it is not correct.
Post-listening: some students still want to discuss about the subject and other immediately
forget the information that they discussing about the subject.