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Task 2

The document describes a listening lesson observation of 18 students that lasted 45 minutes. The teacher used cards and a story to introduce new vocabulary about feelings. She asked questions about the vocabulary and had students match words to pictures. Students heard the story and sentences once. They also listened to a weather report and drew the corresponding days. The post-listening activity had students use the vocabulary in sentences. Pre-listening prepared students and the while-listening activity engaged them. Post-listening checked comprehension and gave practice using the new language.

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51 views

Task 2

The document describes a listening lesson observation of 18 students that lasted 45 minutes. The teacher used cards and a story to introduce new vocabulary about feelings. She asked questions about the vocabulary and had students match words to pictures. Students heard the story and sentences once. They also listened to a weather report and drew the corresponding days. The post-listening activity had students use the vocabulary in sentences. Pre-listening prepared students and the while-listening activity engaged them. Post-listening checked comprehension and gave practice using the new language.

Uploaded by

api-295505041
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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EPC 2903

Teaching Practice Booklet

Observation Table: For Task 2 Teaching Listening


Section: 3

Number of learners:

Length of lesson: the lesson is for 45 mints


Teacher Hessa

18

Date:

Name of teacher observed:

Language Learning Goals:


Materials used: Cards , come up with a story

Kind of Preparation

T- read for the students a


story about a girl that she
want to go the park, during
she was reading for them
the story she was pointing at
the new vocabulary words,
and demonstrating for them
the word by acting to them
T- asking them questions
about the new vocabulary ,
for example when you feel
that you are unhappy , how
you can make others happy ,
after that they have to circle
to the picture that they will
listen to them in their
textbook, for example, if
they listen to the word
excited they have to circle
the picture that it's related
to the word

Time
spent
on
prepara
tion

5 mints
for the
story
5 mints
for the
activity

Was
purpose
stated
(Y/N)

Type of text, topic


and length

Introducing to the
students new
vocabulary of unit , the
lesson was about how
you feel , she come up
with a story to
presenting the words

No. of times
text was
heard

Students heard
only once.

EPC 2903
Teaching Practice Booklet
T- was reading to the student
sentence and students have
to circle the action picture in
their activity book, for
example, Hiba is waving the
paper, so the student has to
circle to the action picture.

5mints
for the
activity

Introducing to the
students new
vocabulary of unit , the
lesson was about action
verbs

Ach sentence was


repeated once

They listen to five unlike


sentences, and they did it in
the same order.
T- put an audio about todays
weather, the speaker will be
saying every day's weather,
from Sunday to the
Saturday, and student they
have to listen to the name of
the weather and the day that
it will be on it, and draw that
day, for example on Sunday
the weather will be sunny, so
the student will draw the
sunny day

15 mints

She did this activity as


an opening for the
lesson , which was the
big sky

Students listen
only once

After the Observation:


1

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


teacher give the learners before they listened to the
text? She ask some questions for the students, for example,
what do you think how the angry face will be like, also
sometimes she is playing with them act game, so she is
activating, and students have to guess with she is doing

If they had some preparation, select (a) if they did not, select (b).
a.

How did the pre-listening activity aid student


understanding? Pre-listening activity helps students to
regenerate their previous knowledge, and make them prepared
for next step.

b. What pre-listening activity might have been done to help


them Understand the target language better? The teacher
was asking them questions, so the students were answering the

EPC 2903
Teaching Practice Booklet

teacher with some error sentences, but they were answering


them in a full sentence, and the teacher was correcting them my
repeating the sentence, so she was covering their errors by
saying their sentences in right way.
*Were the learners engaged in while listening
activity/activities? Yes they were engaged
---If they were, select (a); if not, select (b).
*What were the aims of the while listening activity/activities?
The purpose uses to make them on the track and to make them
focus on the task.
*What while-listening activity/activities might have helped the
learners more to understand?
While activity may aid students, to get more knowledge about the
lesson, and learn new things, for example, the vocabulary, or the
rule.
What were they listening to? They were listing to the story, and they
have to answer some questions, so they were listing to the
keywords, that may help them to rich the answer.
*Did the learners have post-listening activity/activities? Yes,
but there are doing their post activity on their activity book.
----If they did, select (a); if not, select (b).
* What were the aims of the post-listening activity/activities?
The goal of this part is that, checking their understanding for the
lesson, moreover to see that did they get what the teacher was
aiming for, also in this part teacher is creating the activity that,
the students are using the words that she need from them to
use, top on that , this section gives students an excellent
opportunity to use the language , because for sure on of the
students will be talking other will be listening for the answer .
* How many times did the learners listen to the text /
recording? Most of the time they listen twos

EPC 2903
Teaching Practice Booklet

*Would it have increased their understanding if they had been


allowed to listen to the text/recording again? Not all of the
students , because there are unlike abilities in the class, some student
understand from first time , and some of them form the second time ,
and some of them did not understand at all, moreover some students
understand some of the simple words , and some of them who are in
high level they get the keywords .
*Did the learners hear the whole text at once, or in parts? In
most of time they heard only ones, but also she is letting them listen
part after part actually its depends on the level of the text.
* If so, which was the most helpful? What I observe and I feel
thats work good is that part after part , because the first reason is
that they learn the second language , so during the talk or speech ,
for sure that they will not get the all words , so what the teacher is
doing is that , she is giving the to listen to a part and then describing
for them the part in the second language but more clear word,
because some of the students to get the information by hearing the
whole text once, they need to understand the text.

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:
Advantages T: She will know their background knowledge for example
what they know about the topic, and in which vocabulary level they

EPC 2903
Teaching Practice Booklet

are, also from this activity she can know how the students like to get
the activity or the information.
Disadvantages T: This part may take extra time from the class time,
because some students take more time in activates and on the rest of
the activity or the most significant part get the lowest time.
Advantages S: they will start to feel that they are ready for the lesson,
and they will regenerate the information that they before had it so
that they can use it in the new lesson, and this part make students
flexible for the next part which is during part.
Disadvantages S: there are nothing disadvantages in learning, on the
other hand, students will get beneficial from it, because they were
learning something, for the next step, and the good thing from this
step is that it will help them in the next steps are coming.
*While-listening
Advantages T: she will be sure that all are focusing in the lesson or
with her , for example, if she is reading for them story , she can ask
them during the story some argental questions for them .teachers are
making up this activity also for aiding students if they did not
understand something during the listening, for example, a word or the
idea , so she can cover it for them .
Disadvantages T: Sometimes teacher get lack of focusing in this part ,
which mean she have to be focussed on many things , spicily if she is
reading a story, she will be focusing on the vocabulary that she will
be teaching them , also she will be focussing the story what is
happening and what will happen, asking them question, motivate
them to listen to the story, by acting and changing the tone, so some
times teacher forget things that she prepared for it, by doing other
things .
Advantages S: they will recognize what they lesson is about, and on
what they will be focussing, moreover this activity will be helping
them to collate language, or rule , in addition, this activity give
students an occasion to have a conversation which means that they
will be using the language, and this part generate on students more

EPC 2903
Teaching Practice Booklet

knowledge, and also its help their mind to have a connection with
their previous knowledge .
Disadvantages S: During the while listing the students will be doing an
activity which is funding the keyword, so the students will not feel that
much of fun of listing because they will be listening not for pleasure,
but for some purposes.
*post-listening:
Advantages T: In this part teacher will be making sure that they all
got the vocabulary that they tacked and used it in the activity, for
example, they tacked the lesson about the feeling, so the all of the
student will be saying a sentence that will be in involve unhappy and
happy , sad , angry , board, and other words that be related to the
feeling words, so the teacher can come up with an activity, for
example, each student will have a picture and each of them will
pick up a picture and will show another student , and another student
will say any sentence are related to the picture, for example, I feel
happy when I go to play a football. Which mean that they are using
the language.
Disadvantages T:
Advantages S: students will be using the language, and will be
building the skills that are related to the listening. Also, they will be
using the vocabulary that they take. Also, they will be using their own
vocabulary and will be sharing it so, and they will be learning to
gather
Disadvantages S: its takes long times where the students start to feel
board and they dont want to do it more.

EPC 2903

Teaching Practice Booklet

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