Observation Table: For Task 2 Teaching Listening

Section:

5/3

Number of learners:

30 students

Date:11/10/2015

Length of lesson:35 minute Name of teacher observed: Hajar Al Hamadi

Language Learning Goals: English
Materials used: board, pen, paper

Kind of Preparation

Time
spent on
preparati
on

Was
purpose
stated
(Y/N)

10

Tell the verb and the

students answer the
past.

Dialogue between
present verb and past

10

The teacher tells the

student any word in the
past and the student
makes line.

10

The teacher give review

about the lesson

Play games with students

about the unite two they
talking about past tents

Shows the word in the

board and the student
have paper to write the
past simple.

Play bingo with student

make a line about the past
verb when the teacher say.

Give the student to

complete the verb in the
work book in the past
tents.

No. of times
text was
heard

Type of text, topic

and length

After the Observation:

1

What preparation (i.e. pre-listening activity) did the teacher give the learners
before they listened to the text?
Board and pen.

If they had some preparation, select (a) if they did not, select (b).
a. How did the pre-listening activity aid student understanding?
The teacher give example in the board.
b. What pre-listening activity might have been done to help them
understand the target language better?
Give the students a fun game.
2
Were the learners engaged in a while-listening activity/activities?
In class
If they were, select (a); if not, select (b).
a. What were the aims of the while-listening activity/activities?
To improve the second language.
b. What while-listening activity/activities might have helped the learners more to
understand what they were listening to?
When the teacher read the story and the student listen the teacher,
3a.
Yes

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?
The see the student know the verb and how to put the verb in writ place.
b. What post-listening activity/ activities might have helped the learners more to
understand
what they had heard?
The teacher tells each student verb and sees the student listening.
4a.
How many times did the learners listen to the text / recording?
More than two time.
b. Would it have increased their understanding if they had been allowed to listen
to the
text/recording again? Explain.
Yes the teacher repeat more and more.
c. Did the learners hear the whole text at once, or in parts?
If so, which was the most helpful?

Parts that if the student not understands her friends help us.
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.
It is useful for the children.

Teacher (activity

Students (activity

Purpose /

+ actual words

+ actual words

objective of the

said)

said)

activity

answer the

improve the

The time is not

question

writhing

enough.

put example in

answer the

improve the

Good job.

the board

question

grammar

see the

how to answer

to see if they

the student dont

student

students what

the question

listen

like.

work sheet

they write

Activity

Time

Interaction

yes

tell the question

write word

MCT comments

in the board

give some

yes

verb and
the
complete
give each

no

C. What role do you think Arabic should play in the English classroom?

The student likes to play game.