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(how they get ready for the lesson) 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:3/1
Number of learners:23
Length of lesson:45
Date:7/10/2015
Name of teacher observed: Hessa
Language Learning Goals: know the number and counting+let them know the
unit name and read it.
Materials used:work book
Kind of Preparation
Time
spent on
preparati
on
Was
purpose
stated
(Y/N)
she use display screen and
show them the numbers on
the board.
4 mins
no
use work sheet to show
them how to do it.
3 mins
no
Type of text, topic
and length
Pic,voice
papers
Flash cards and ask them
about the nambers.
5 mins
yes
No. of times
text was
heard
4 times
3 times
Cards,numbers
1 time
she ask them quistions
about the lesson was tough
5 mins
yes
White borad
3 times
After the Observation:
1
What preparation (i.e. pre-listening activity) did the teacher give the learners
before they listened to the text? yes
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?
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?
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?
b. Would it have increased their understanding if they had been allowed to listen
to the
text/recording again? [Link] repeated 3 times because it was hard for
them to understand the activity once.
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.
Activity
worksheet
Time
5 mins
Interaction
Teacher (activity +
Students (activity +
Purpose / objective of the
actual words said)
actual words said)
activity
teacher
for example: teacher will
for example:if they dont
help the teacher to know their
(giving them
show them a worksheet
understand they will ask the
understanding.
inctraction)
then she will say( this is
teacher (can you help us)
help the students to develop their
worksheet you have to
skills.
complet the missing words)
puzzle
5 mins
teacher and
for example: do with them
for example:miss can you
help the students to work together
students
one of the puzzle on the
check it for us
help the students to understand what
board and ask them (what
lesson was about.
you think its right)
action
10
mins
students
for example: who will come
for example:me me me
help the students to understand more
and do a actions of
teacher
build their confedace
prepostions words infront
of the rest of the students
C. What role do you think Arabic should play in the English classroom?
It can use just to explain for the students a new words,also when the students
have diffeculity to understand the words or activity.