Observation Table: For Task 2 Teaching Listening

Section: Number of learners: 23 Date:

Length of lesson: 20 minutes Name of teacher observed: Susan Walsh
Language Learning Goals: listening the favourite story book
Materials used: power point slides, questions on the slides.

Was
Time spent
purpose Type of text, topic and No. of times text
Kind of Preparation on
stated length was heard
preparation
(Y/N)
Literacy 20 minutes Yes Horrid Henry Third 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, she introduces about Horrid Henry story and she show them the steps that they
reach until now and explain more of the coming step to start to write.
If they had some preparation, select (a) if they did not, select (b).
a. How did the pre-listening activity aid student understanding?
Ask them the learning outcome of the lesson,
To know what they already know and giving time to predict more about the
story.
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?
If they were, select (a); if not, select (b).
a. What were the aims of the while-listening activity/activities?
To remember the information that they already have and link together with the
new information.
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?
To save the information from the moment that they discussing
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.
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.
Pre-listening: she shows them the picture of the steps as follow in writing the story. In
addition, in which step they have reached in.
While listening: enhance the development of density in English and listening skills through
vocabulary and grammar that coming from listening to each other.
Post-listening: save the information that they discuss just now.

Pre-listening: some students forgot the information that they took in the last class about the
literacy lesson.
While listening: they mix between the previous information from last literacy lesson that
they already finish and with the new information.
Post-listening: they need to discuss and inferring more about the story that they wrote it.
Then begin with the final part, which is the conclusion about the story.