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Task 2

The document provides guidance for observing a listening lesson. It includes an objective to reflect on how to improve EFL learners' listening skills. The observation procedure involves completing an observation table during the lesson that notes the preparation, purpose, text details, and number of times the text is heard. After, the observer reflects on the preparation, engagement during and after listening, and whether repeating the text would aid understanding. They also consider doing the lesson in parts versus whole. The reflection considers the lesson from the teacher and learner perspectives and the role of Arabic in English classrooms.

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141 views

Task 2

The document provides guidance for observing a listening lesson. It includes an objective to reflect on how to improve EFL learners' listening skills. The observation procedure involves completing an observation table during the lesson that notes the preparation, purpose, text details, and number of times the text is heard. After, the observer reflects on the preparation, engagement during and after listening, and whether repeating the text would aid understanding. They also consider doing the lesson in parts versus whole. The reflection considers the lesson from the teacher and learner perspectives and the role of Arabic in English classrooms.

Uploaded by

api-300981172
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Observation Task 2: Observing a teacher during a Listening

Lesson
Reference: Tanner, R. & Green, C. (1998) Tasks for Teacher Education: A Reflective
Approach,Unit 6, Task 3, p.42.

Objective
To think about EFL learners success in listening and to reflect upon ways of improving
their listening skills.

Procedure

You will need a copy of the Observation Table: Teaching Listening

Before the Observation

Arrange to observe a lesson that focuses on listening

During the Observation


Complete the Table: Teaching Listening. Make notes in the appropriate column
on:

The kind of preparation(how they get ready for the lesson) the learners do
for listening

The time spent on preparing learners to listen


The learners' purpose in listening: was it stated by the teacher?
The type, topic and length of listening text
The number of times learners listened to the same text or part of the text

Example of a completed row of the Observation Table for Listening

Kind of Preparation

Time spent
on
preparation

Purpose
stated (Y/N)

Type of text, topic


and length

No. of
times
text
heard

T showed picture of father


and daughter and elicited
what they might be talking
about. T gave true/false
questions out before tape
was started.

5 mins

No

Dialogue between
father and daughter
(3 mins)

Observation Table: For Task 2 Teaching Listening


Section:3/1

Number of learners:23

Length of lesson:45

Date:7/10/2015

Name of teacher observed: Hessa

Language Learning Goals: know the number and counting+let them know the
unit name and read it.
Materials used:work book

Kind of Preparation

Time
spent on
preparati
on

Was
purpose
stated
(Y/N)

she use display screen and


show them the numbers on
the board.

4 mins

no

use work sheet to show


them how to do it.

3 mins

no

Type of text, topic


and length

Pic,voice

papers

Flash cards and ask them


about the nambers.

5 mins

yes

No. of times
text was
heard

4 times

3 times

Cards,numbers
1 time

she ask them quistions


about the lesson was tough

5 mins

yes

White borad

3 times

After the Observation:


1

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

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?
2

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

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?
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?

b. What post-listening activity/ activities might have helped the learners more to
understand
what they had heard?
4a.

How many times did the learners listen to the text / recording?
b. Would it have increased their understanding if they had been allowed to listen
to the
text/recording again? Explain.she repeated 3 times because it was hard for
them to understand the activity once.
c.

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


If so, which was the most helpful?

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.

Activity

worksheet

Time

5 mins

Interaction

Teacher (activity +

Students (activity +

Purpose / objective of the

actual words said)

actual words said)

activity

teacher

for example: teacher will

for example:if they dont

help the teacher to know their

(giving them

show them a worksheet

understand they will ask the

understanding.

inctraction)

then she will say( this is

teacher (can you help us)

help the students to develop their

worksheet you have to

skills.

complet the missing words)

puzzle

5 mins

teacher and

for example: do with them

for example:miss can you

help the students to work together

students

one of the puzzle on the

check it for us

help the students to understand what

board and ask them (what

lesson was about.

you think its right)

action

10
mins

students

for example: who will come

for example:me me me

help the students to understand more

and do a actions of

teacher

build their confedace

prepostions words infront


of the rest of the students

C. What role do you think Arabic should play in the English classroom?
It can use just to explain for the students a new words,also when the students
have diffeculity to understand the words or activity.

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