Task 1.

Choose and observe at least 3 lessons focusing on the sequence of listening activities. In Tables 1-3, note
down what teachers and learners do, type of interaction, duration of activities and their purposes. Summarise
your observations in Table 1.
Song

Table 1 (Lesson 1) https://www.youtube.com/watch?v=5fkNcCeB5z4

Pre-Listening

Time What the teacher does What the learners do Interaction Purpose
1 min  Greets the students,  Answer teacher Teacher - student  Target students on a new
asks about their questions, sharing topic.
morning routine. their experience  To involve students into
 Ask then introductive speaking activities and
questions about foreign language
books :” How many environment.
books have you red”  To develop their
speaking skill
 Eliciting new
vocabulary.
2 min  Shows them pictures  Read the name of Teacher - student
of books. the books from the
 Asks about their picture.
favorites genres  Speak about their
life experience
2-3 min  Gives them  Get up from their Students-students  To involve each students
flashcards in order to seats, do offered in work, make them
match them with the activity on the moving around
pictures of books board  To train students`
pronunciation
Checking results all together  To develop self-
assessment skills

Table 2 (Lesson 2) https://www.youtube.com/watch?v=UIyuWIh0tpQ

While Listening

Time What the teacher does What the learners do Interaction Purpose
10m The teacher turns on the Students listen to the S Develop students' listening
audio for listening, especially material and also write skills and especially focus
for a task that focuses on down the answers to the on specific information
details (what the ingredients given task.
were.
3m The teacher asks general Students share their T=S Consolidate new
questions about whether a thoughts, discuss and knowledge.
person should eat healthy or answer questions.
unhealthy food, and so on.
5m The teacher gave them pieces Found a partner according T=S, S=S To develop the skill of
of paper to divide into teams. to the piece of paper working in a team,
development of language
skills

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6 min Game with role division. Playing a role, where S=S Development of new
Explanation of instructions everyone has a specific vocabulary and selective
task. listening. Creating a friendly
atmosphere.

Table 3 (Lesson 3)
Post-Listening
https://www.youtube.com/watch?v=UIyuWIh0tpQ
Time What the teacher does What the learners do Interaction Purpose
10 Description of the picture Describe the picture using S=S Acquisition of new
with the topic of the lesson in new vocabulary from the vocabulary
groups topic "Party" in proups

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 Task 2

Observation summary (Table 4)

Observations 
1. Purposes of listening:
 listening for gist
 listening for detail/intensive listening
 listening for specific information 

2. Learning strategies:
 top-down 
 bottom-up
 metacognitive
Listening materials used by the teacher
 audio 
 video 
 podcasts
 internet-derived materials 
Questions
1. What problems in listening did learners have?

In general, the children understood the listening, but in my opinion, not all of them could correctly complete the task and
highlight the necessary information.

2. What were the ways of solving the problems?

Students need to work harder and focus on vocabulary to solve the problems.
The blackboard and pictures were too small, not all of the children saw them.

3. What ways of assessing learners’ listening skills and giving feedback did the teacher use?

In the first video, students actively reacted emotionally and with sign language to the lecturer.

4. What didn’t go well? Why?

Not all students understood what they heard about, possibly because they did not know all vocabulary.

5. Are there any other issues you find important to mention?

Not all students, but many, did not listen carefully, did not focus their attention on what was needed, and also made many
mistakes in pronunciation when answering questions.
6. What have you learned about teaching listening from this observations?

From this observation, I understood that it is necessary to always support students and select questions and materials,
especially for listening. Because it is very important to take into account all possible aspects that may arise, such as
misunderstanding of words, students' concentration, as well as problems that may arise.

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Adapted from the British Council CiSELT course assignment template.