Observation Table

Observation Table: For Task 2 Teaching Listening
Section: Grade 1
Number of learners: 25 students
Date:10-7-2015
Length of lesson: one period
Materials used: story books, pictures and board.

Name of teacher observed: Miss Shaikha Al Shehhi
Language Learning Goals: identify the letters(phonics)
Kind of Preparation
Teacher sung with

students before
telling them the
story. The song was
about the letter.
The teacher showed

students pictures to
describe it.
Time
spent on
preparati
on
Was
purpose
stated
(Y/N)
No. of times
text was
heard
Type of text, topic

and length
3
minutes
No
A song about the 2

letter such as, a,
s , t ,i ,n. It
started by we see
ant a a a and
so...)
4
minutes.
No
Listen to the
story
Each student has

to describe and
say what did they
see. Moreover,
she focused on
the vocabulary
that they already
took it.
No
The teacher asks

them questions
before telling the
story.
4
minutes.
Listen to the
story
The teacher and
students draw a
mind map about
these questions,?
What do you
know about this

story?. What do
you think will
happen
predicting?.
What do we will
learn?.
After the Observation:

1
What preparation (i.e. pre-listening activity) did the teacher give the learners
before they listened to the text?
1. Sung the letter song

2. Showed students pictures to describe it.
3. Ask questions before telling the story.
If they had some preparation, select (a) if they did not, select (b).
a. How did the pre-listening activity aid student understanding?
These activities help them to be aware of whats going on

before starting the text. Moreover, it supports them to
distinguish between the sound of the words ,therefore, they
have the ability to understand the words and pronounce
them.
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, they were engaged.

If they were, select (a); if not, select (b).
a. What were the aims of the while-listening activity/activities?
3a.
Increase students attention on the pronunciations

features. Listen and discriminate. Students will
select the phrase that had the same rhyme. Also,
stand up when they hear some words for instance, sat,
apple and pencils.
b. What while-listening activity/activities might have helped the learners

more to
understand what they were listening to?
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?
Teach students the language.

Check students understanding, for example, identify
the words, the phonics and understand the story.
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?
One.
b. Would it have increased their understanding if they had been allowed to
listen to the
text/recording again? Explain.
Listening to the text again very helpful because it will improve

their concentration. Moreover, it will reinforce their language
because they will listen to the text over and over again as a
result, they will be able to pronounce the words correctly. In
addition, they will identify the meaning of the words and try to
use these words to create their own sentences.
c.
Did the learners hear the whole text at once, or in parts?

If so, which was the most helpful?
At once. I think if they have a chance to hear the text in parts will
support their learning because they will understand each part.
Moreover, they will focus on words and be able to know their
meaning and the sounds of each word.
Reflection
Think about the advantages and disadvantages of using the model of pre-, whileand post-listening activities to teach a listening lesson. Write first from the
perspective of the teacher and then from the perspective of the learners.
Advantages:
There are many advantages of using the model of pre-, while- and post-listening
activities. Firstly, they play a very important role to enhance learning. Moreover, it
helps teacher to increase meaningful of academic learning and facilities social and
emotional growth. In addition, by using these models teacher could assess her
students and notice their ability , mistakes and try to improve their weak points.
Students love activities so, they will be engaged and motivated to learn. Adding to
that, students will gain knowledge and good background about what is going on and
they will understand better. Also, they will have a chance to share, express, talk and
discuss their feelings and opinions. It will boost students attention because they
will work hard to be able to do the activity.
Disadvantages:
There are few disadvantages of using model of pre-, while- and post-listening
activities. Firstly, maybe students did not understand the activities and take a lot of
time to finish them. Therefore, this will wastes the time without achieving the
learning outcomes. Also, some students will be busy with this activity and forget the
lesson. Finally, all students want to do these activities so, teacher We will face
problem to manage them.
In conclusion, there are more advantages than disadvantages of using model of
pre-, while- and post-listening activities to teach a listening lesson. In my opinion,
even though use these models has some advantages, it has more advantages that
help students receive a perfect learning.

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Observation Table: For Task 2 Teaching Listening

Number of learners: 25 students

Length of lesson: one period

Materials used: story books, pictures and board.

Teacher sung with

The teacher showed

Type of text, topic

A song about the 2

Each student has

The teacher asks

know about this

After the Observation:

1. Sung the letter song

These activities help them to be aware of whats going on

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

Yes, they were engaged.

Increase students attention on the pronunciations

b. What while-listening activity/activities might have helped the learners

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

Teach students the language.

b. What post-listening activity/ activities might have helped the learners

How many times did the learners listen to the text/recording?

Listening to the text again very helpful because it will improve

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

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