Observation Table: For Task 2 Teaching Listening

Section: 4\1 Number of learners: 24 Date: 20-2-2018

Length of lesson: 45 min Name of teacher observed: Khalthem

Language Learning Goals: past simple

Materials used: smart board \ audio recording \ white board.

Was
Time spent
purpose Type of text, topic and No. of times text
Kind of Preparation on
stated length was heard
preparation
(Y/N)

T read a story to the students. 5 min Y 7 new word in the story 1 time
T asked the students to identify
the new words and try to guess
the meaning.

T opens an audio about the 10 min Y Story about a fair solution 2 times
story. T asked the students to (3 min)
listen and fell in the blank in
their activity book.
 Activity Time Interaction Teacher (activity + Students (activity + Purpose / objective MCT comments
actual words said) actual words said) of the activity

engage 5 min T-S T asked some S answers the teacher revise the prior

questions about the about what they knowledge and let the
S-T
prior lesson. memorize of the prior students think.

lesson.
T asked the student to

guess what they are S tries to guess the

going to learn. lesson that they will take

today.

listening activity 10 min T-S T gives the instructions S listens to the Improve the students

to the student. instructions to listening skills.

S-T
understand the listening
T opens an audio Helps the student s to
activity.
twice. understand the new

S listens to the audio to words and grammar

put the correct word in

Helps the students to
the blank.
practice the speaking

activity.
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 practices the grammar that the students will learn in the class. And she practices the new
vocabulary using flashcards before listening.

If they had some preparation, select (a) if they did not, select (b).

a. How did the pre-listening activity aid student understanding?

The pre-listening activity aid the student understands the lesson that they will listen. And to
learn the new vocabulary that they have in the listening activity. Moreover, the pre-listening
activity helps students to understand the listening activity and the use the vocabulary and
grammar in the speaking activity.

b. What pre-listening activity might have been done to help them

understand the target language better?

The pre-listening activity could be using flash card to introduce the new vocabulary and have a
presentation for the grammar.

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

The student was engaged in a while-listening activity because it was a new experience for them to
listen to their teacher’s sound to do an activity.

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

a. What were the aims of the while-listening activity/activities?

The aims of while-listening activity to improve the listening skills of the students and make them
focus on the audio to get to correct answer.

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

understand what they were listening to?

The activity that might help the learners to understand is the audio made by the teacher’s voice
because it attracted student’s attention and it will help them to listen to the clear voice audio to
understand.

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3a. Did the learners have a post-listening activity/activities?

Yes, the student had a post-listening activity. To check the grammar understanding and pronouncing
the words correctly.

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

a. What were the aims of the post-listening activity/activities?

The post-listening activity aimed to engage the student in speaking and building their confidence to
talk using the new vocabulary and grammar that they learned.

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

what they had heard?

The post-listening activity that might help the learners to understand was using the flash card while
speaking because it gives the students hint to start speaking, and it helps them to remember the
grammar that they practice during the pre-listening activity.

4a. How many times did the learners listen to the text/recording?

The learners listened to the recording once.

b. Would it have increased their understanding if they had been allowed to listen to the

text/recording again? Explain.

Yes, it would increase their understanding if they listen to the recording again because for the first time
they will try to focus and get the answer. However, for the second time, they will check their answers
and try to track the audio and see the words written in the worksheet.

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

If so, which was the most helpful?

The students hear the text once, but I think it should be in parts so they can track and solve
the worksheet.

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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.

There are many advantage and disadvantage of teaching a listening lesson. As a teacher, I think it
takes time to record the audio and do the worksheets. Second, it’s hard to identify and analyze the
student’s difficulties. On the other hand, the text will be recorded in clear sound, and the students will
practice the vocabulary and grammar very well in the class before and after the post-listening activity.

But as a learner, it motivates the students to practice, listens to get the information and speak about
the listening text but by playing a game. Also, in pre-listening and while-listening activity the students
will be prepared to use the vocabulary and the grammar in their speaking activity. However, students
are turned into passive listeners and students do not take any responsibility for understanding the text
because they know that they will get the answer from the voice recording.

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