After the Observation:
1 What preparation (i.e., pre-listening activity) did the teacher give the learners before
they listened to the text?
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?
Add video to the lesson
Begen with a brief story
Act individually or collectively
Inter a song
Show a simple dialogue
2 Were the learners engaged in a while-listening activity/activities?
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?
The learner can lesson to the teachers when they explain the lesson by showing
some pictures or flashcards and explain them, also may be drawing some map or
any things that connect to the lesson on the board and talk about them, sometimes
songs and video presentations during the class not only for pre-listening.
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?
Development of other skills such as speaking or [Link], the learner can
provide more listening practices on the same subject outside the classroom.
Checking for learner understanding.
B. What post-listening activity/ activities might have helped the learners more to
understand.
1
4a. How many times did the learners listen to the text/recording?
Two times almost.
b. Would it have increased their understanding if they had been allowed to listen to
the
Text/recording again? Explain. Yes of course because if the first time they miss
something they can complete it in the second time also when they listen more than
once they understand more and more and will be clear for them.
c. Did the learners hear the whole text at once, or in parts?
If so, which was the most helpful? The most helpful is when the learner hear in
Parts because they can lesson carefully and they have time to think about that,
and capture information faster.
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.
Pre-listening help student prepares to listen and build confidence in them
it can help the student to the Smooth understanding. While during
listening help to focus their attention on the listening text and develop their
understanding, also to train the student to understand the main points.
Also, help students obtain the detailed information they may need. In post
listening help the students integrate what they have learned from the
lesson into their current knowledge and development of other skills such
as speaking or [Link] the disadvantages, I think only the weak
student cannot get enough understanding during my experience at school
now, in all cases do not benefit. For the teachers the advantages are, she
can communicate more and facilitates the process of teaching in the
classroom, the teacher problem is, when she wants to deliver the
information to the weak student, also she faces difficult problem to explain
the listening, also lack attention by some students, the great negative is
that some of the students bother the other by shouting and asking for
bathroom during the listening activity .
2
Observation Table: For Task 2 Teaching Listening
Section:2 Number of learners: Date:33
Length of lesson:00:45 mins Name of teacher observed: Fatima Al Ali
Language Learning Goals: Pronouns(this, these, that, those)
Materials used: Video, audio, Flashcards, whiteboard, WB marker, book.
Time spent
Was purpose Type of text, topic, No. of times text
Kind of Preparation on
stated (Y/N) and length was heard
preparation
T shows a video of the 7 mins Y The dialogue between
pronouns (this, these, the seller and buyer, it 2 times almost
that, those) takes 4 mins.
Review the new
T shows a song about 5 mins vocabulary words; it
the pronouns(this, Y takes about 7 mins One time
these, that, those) almost
T played the audio for
the students about the 3 mins Y Student memorizes the
pronouns to solve the pronouns and 2 times
worksheets(fill in the differentiates between
blanks. them by repeating about
three to four times for 3
or four mins
T tells the story which is 4 mins
in the book The student listens and One time
Y find some pronouns and
say it in a loud sound; it
takes 2 mins.
3
Intera
Activity Time Teacher (activity + Students (activity + Purpose / objective of the resources
ction actual words said) actual words said) activity
Presentation 10 T-S T present the Sts look at the powerpoint To engage the student
(powerpoint) mints powerpoint
S-T To make the student ready for
about the
the class
grammar
Long and short
(e)
Flashcards 10 T-S T shows the flash cards Sts repeat the words To learn a new vocabulary
about mints and past it on the board
S-T To know how to spell the words
vocabulary
Video about the 5-7 T-S T shows the video and Sts read aloud the To engage the student
pronoun (that, mints explain when she pronouns [Link]
To teach the language of
S-T present grammar =xFOPAGIeXtQ
those, this,
SS say to each other in a
these) To make the student ready for
Ss pair and write down the lesson
[Link]
To make the class more =pHOPijFGV-E
active
Audio 5 T-S T play the audio Sts lesson to the audio To lesson carefully
mints
S-T To develop their listening skill
Worksheet 5 T-S T give to the student Sts solve the worksheets To develop their writing skill
mints the worksheet
S-T To be sure if they understand
the lesson
