Observation Table: For Task 2 Teaching Listening

Section: 4 - 2

Number of learners:

Length of lesson: 45 mins

26

Date: 6th October, 2015

Name of teacher observed: Kaltham Hussain

Language Learning Goals:

To listen and identify some informations.
To be able to read and speak sentences.
To practise handwriting skills.
Materials used:
Word cards
Picture cards
Audio track

Kind of Preparation

Teacher played a song

about the days of the
week and she asked
the students some
questions about it.

Time
spent on
preparati
on

3 mins

Was
purpose
stated
(Y/N)

Type of text, topic

and length

No. of
times text
was heard

No

A video that
represent the days
of the week.
(1.5 mins)

Teacher showed some

picture of some
famous places in the
UAE.

5 mins

Yes

A text about the

place and some
information about
it.
(1 min)

Teacher showed some

pictures of places
around the world.
Teacher ask the
students some
questions about the
activities that they
can do in these
places.

6 mins

Yes

Pictures and some

label words.
(3 mins)

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 task for the students to remind them what theyll
do during the activity, and to make sure that they understand the
task.

If they had some preparation, select (a) if they did not, select (b).
a. How did the pre-listening activity aid student understanding?
It helped the students by reminding them what theyre going to do
or read during the activity.
b. What pre-listening activity might have been done to help them understand the
target language better?

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

Yes, they were listening to the text two times. In the first time they
only listen, and in the second time they listened and answered the
questions.

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

a. What were the aims of the while-listening activity/activities?
To make sure that all students are listening to the text and to get
the answers. Also, it improves the students listening skills.
c. 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 check the students understanding. Also, to make sure that the
students were listening to the text.

b. What post-listening activity/ activities might have helped the learners more to
understand
what they had heard?

4a.
How many times
the text / recording?
Two times.

did the learners listen to

b. Would it have increased their understanding if they had been allowed to listen to
the
text/recording again? Explain.
Yes, because if they listened to the text again, theyll get to hear
the information that they couldnt hear at the first time.

c.

Did the learners hear the whole text at once, or in parts?

If so, which was the most helpful?
The students heard the whole text.
Itll help to improve the students listening skills.

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.
When I observed a listening lesson for grade 4 students, I saw how the teacher
prepares and plan for the listening activities for the students.
There are some advantages and disadvantages of using model of pre, while and
post-listening activities. So, the advantages of using them is to improving the
listening skills. Also, it help students to understand the task and answer the
questions. For example, when the teacher played the audio track two times, it
helped the students to understand more, and get the answer for the questions.
On the other hand, the disadvantage is that the students dont like listening to
the text more than one time, and that can get them to become bored during the
lesson.

Time
Activity

Interactio

Teacher
(activity + actual words said)

Students (activity + actual

Purpose / objective of

words said)

the activity

n
Teacher shows the students a

Writing

5 mins

sentences

(In pairs)

picture.

Students will describe the

Example:

picture.

Teacher will say:

Example:

Describe what you can see in

Students will write:

this picture by writing 4-5

There are many tall building.

To understand how to
write sentences.

sentences.
Teacher will give the students a
Answering

3 mins

question

(Individual

sheets

worksheet that has some

questions.
Example:
Teacher will say:
Answer this sheet individually.

fill in the

5 mins

table

(In pairs)

Matching
activity

Listening
sheet

2-3 mins
(Individual
)

7-8 mins
(Individual
)

Students will answer the

questions by giving a full
answer.
Example:
Students will:
Write their answer and ask

To prepare the
students for a test
that require written
answers.

for help if they need it.

Teacher will give each pair a

Students will read the text

text and a comparison sheet.

and find the differences

Example:

Example:

Teacher will say:

Students will:

Find the differences between

Write the differences after

the past and the present.

finding it in a text.

Teacher will give the students a

Students will match the

sheet that contain pictures of

pictures to the write

jobs, to its name or sentence

sentence.

that describe it.

Example:

To test the students

Example:

Students will:

vocabulary.

Teacher will say:

Match the picture of a police

Match the following pictures to

to the sentence that says:

the sentences that match them.

I work in a police station.

Teacher will play an audio track,

and shell give the students
worksheets to write their
answer on it.

To know how to find

the differences and
build knowledge.

Students will listen to the

track and answer the
worksheet either by
choosing an answer or filling

To give the students

some quiz

in the gap.

C. What role do you think Arabic should play in the English classroom?
It can be used only for explaining some new or difficult words that the
students didnt understand.