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Task Two

1. The teacher gave learners preparation before listening by revising numbers 0-10 with a song, using flashcards to revise body parts and describing pictures of clowns. 2. Learners were engaged in while-listening activities like pointing to body parts, choosing correct clown descriptions, and circling numbers. 3. Post-listening activities included practicing listening and target language use through activities, and evaluating learners' understanding by checking answers.

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66 views

Task Two

1. The teacher gave learners preparation before listening by revising numbers 0-10 with a song, using flashcards to revise body parts and describing pictures of clowns. 2. Learners were engaged in while-listening activities like pointing to body parts, choosing correct clown descriptions, and circling numbers. 3. Post-listening activities included practicing listening and target language use through activities, and evaluating learners' understanding by checking answers.

Uploaded by

api-301278269
Copyright
© © All Rights Reserved
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Download as DOCX, PDF, TXT or read online on Scribd
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Observation Table: For Task 2 Teaching Listening

Section: Grade 2/2


Date: 6th Oct, 2015

Number of learners:21

7th Oct,2015
Length of lesson: 2 periods (30mins per class)
Name of teacher observed: Ms. Zinab Ali
Materials used: Flashcards, Workbook, Pupil's book.
Language Learning Goals: To identify (family members and
people) and to identify (the numbers 0-10).

Kind of Preparation

Time
spent on
preparati
on

Was
purpos
e
stated
(Y/N)
No

T say the number of


girls or boys and
students will circle the
number for each
question.

1 minutes

7 minutes

No

10
minutes

No

Listen and point to


(with using body parts'
children)

Listen to the
description of clowns

Type of text, topic and


length
With workbook, teacher
revises them of the
number 0-10 after that
she follows the questions
by telling the number of
girls or boys such as "Q1:
I have two girls" and they
had a circle around the
number of per question.

First, the teacher used


flashcards of body parts
(includes the picture with
a word) and they repeat
the words with using
their body to point such
as hair, mouth, ears, feet,
etc.
After that, the teacher
said the word of body
parts e.g. nose and they
had a point to their nose.
With using pupil's book,
the teacher described 2
of clowns to get their

No. of
times
text
was
heard
1 time

3 times

2 times
for each
question

and circle the correct


clown.

understanding to do this
activity.
She described the clown
in each question and they
had listened carefully and
choose a correct
description of clowns.
No
Listen. Count. circle

2 times

7-10
minutes

Teacher has described


the picture with children
of how many fathers,
mother, sisters, brothers
and babies they can see
Then, she follows the
question with saying the
numbers of people like "
Q3: I see one baby", "Q4:
I see two mothers" and
students have circle the
number in per question.

After the Observation:


1

What preparation (i.e. pre-listening activity) did the teacher


give the learners before they listened to the text?
1- Revise the numbers 0-10 by singing a song and using the wall
chart.
2- Revise the body parts by using flash cards and play a game
(point to the.)
3- Present them two pictures of clowns to describe it with the
students.
If they had some preparation, select (a) if they did not,
select (b).
a. How did the pre-listening activity aid student
understanding?
The MST gives them the instructions of the activity and
models to help children to understand what they will do on
the activity and that will children learn to listen and do and
able follow the teacher after her in activities time.
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, the learners were engaged.
If they were, select (a); if not, select (b).
a. What were the aims of the while-listening
activity/activities?
Students will focus on the content, type of text and topic
there are related to the activity and the activity depends on
their levels and will provide them to learn and improve their
learning language skills.
b. What while-listening activity/activities might have helped
the learners more to

understand what they were listening to?


3a.
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?
The aims:
- Practice children to listening and do.
- Using the target language in the class through the activities.
- Check their understanding by evaluating their answers.
The post-listening activity allows children to reflect on the language
form and training of what they had heard also will get ideas that
help to discussion with the teacher after the activity.
b. What post-listening activity/ activities might have helped
the learners more to understand
what they had heard?
4
a.
recording?

How many times did the learners listen to the text /


2 times.

b. Would it have increased their understanding if they had


been allowed to listen to the
text/recording again? Explain.
Yes, because they are grade 2 which means they have learned
how to listen in the first time and repeat it in one more to be
sure of what they heard. But, usually if the activity has easy
for children, the teacher repeat for practices like (listen and
point to their body parts for fun). These means children have
to focus on the exercise of listening and do it by physically,
writing, speaking or drawing.
c.

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


If so, which was the most helpful?

At once. Because they have focused the word that learner wants to
listen to get the answer of per question. That helps children to
practice on the listen skill in one time after that teacher gives them
an opportunity to listen again to allow children to check their
answers.
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.
Reflection (Task two)
There are many advantages and disadvantages of using the model
of pre-, while- and post-listening activities. These steps of listening
activities allows children to think and discussion with the teacher
before doing the activity and teacher's role provides them the idea
of the text without "giving" this information to the students.
Moreover of the advantages, students will love activities when
teacher giving many different activities with different levels and that
make them to be engaged and motivated to learn and work. These
advantages will develop and improve their listening skills.
On the other hand, there have some disadvantages of these
listening activities for example, some students feel boring when
teacher repeat the task more than one or two times. Also, some
students will do this activity without understanding of why they
have to do or without knows the aims of the activity or maybe had
missing that this activity has related to the lesson.
Finally, I think that using the model of pre-, while- and post-listening
activities to teach a listening lesson are very important to apply in
the classroom and have many advantages for both teacher when
she follows in smart ways and learners will develop of their listening
skills.

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


classroom?

I think that should using target language in the classroom and focus
on as a communication between teacher and students. But, it's good
if teacher use Arabic in a little bit not too much that will helpful
children in their learning new vocabulary, explaining complex idea
and grammar rules. These will be benefit for children.

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