Observation Table: For Task 2 Teaching Listening

Section: 2/1 Number of learners: 22 Date: 1/11/2017

Length of lesson: 45 mins Name of teacher observed: Zainab Ali
Language Learning Goals:
Materials used: Computer, audio, cd
Time spent Was
Type of text, topic and No. of times text
Kind of Preparation on purpose
length was heard
preparation stated (Y/N)
Teacher tells the students to listen 5 mins Y
carefully.

2 mins Y 2
Teacher turns on the audio track

After the Observation:

1 What preparation (i.e. pre-listening activity) did the teacher give the learners before they listened
to the text? The teacher read the story for the students before switching on the audio.
If they had some preparation, select (a) if they did not, select (b).
a. How did the pre-listening activity aid student understanding? By making them know what
are they going to learn about.
b. What pre-listening activity might have been done to help them
understand the target language better? Make the students count the characters before
starting the story.
2 Were the learners engaged in a while-listening activity/activities? Yes, a lot.
If they were, select (a); if not, select (b).
a. What were the aims of the while-listening activity/activities? The aim of the while- listening
activity is to make the students understand the context they are about to learn.
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?
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? Twice
b. Would it have increased their understanding if they had been allowed to listen to the
text/recording again? Explain. Might, because listening once wont grab their attention,
some students might get their focus back in the second time.
c. Did the learners hear the whole text at once, or in parts? Parts
 If so, which was the most helpful? The hearing in parts, because the students are still
young, their brain can not handle too much information all at once. Also, when it is in parts
students will not get bored, they will be curious and want to know what will happen next.

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 advantages and disadvantages of using the model for the teacher is to
make her lesson get delivered smoothly, because it is into parts, not all in once. However; it needs a
lot of preparations to do the three parts. And for the students it is good for them, to learn and
understand better.