Observation Table: For Task 4 Teaching Listening

Grade: 3 Number of learners: 26 Date: 27 Feb

Length of lesson: 35 min Name of teacher observed: Amal Ebrahim

Language Learning Goals: The parts of the tree

Materials used: Data show, worksheet

Was
Time spent
purpose Type of text, topic and No. of times text
Kind of Preparation on
stated length was heard
preparation
(Y/N)

T greet Ss and tell the subject

of the lesson, the tree parts No
(completing the lesson 5 mins The topic of the lesson 1
(tree parts)
T shows the photo of a tree
before turning the audio on

T asked questions, what do we The tree parts for 2 mins

use the wood for? Yes
(to practice) 1

3 mins
 Activity Time Interaction Teacher (activity + actual words Students (activity + Purpose / objective of the MCT comments
said) actual words said) activity

T- introduce the subject of the

Engage
T-Ss lesson and says we will complete
10 mins the last class (tree parts) To be aware of the lesson
Pre-Listening
content and subject
T-shows a tree photo and the
worksheet on the data show To engage and get ready
for the session
T explains the listening activity to the
Ss, to fill in the gap and write the
name of the part on the picture. Ss listen to the
teacher instructions
T gives Ss worksheet.

T- tell Ss to write their names on the Ss- write their names

worksheet on the worksheets

2
Building
Knowledge T turn on the audio record. Ss- listen to the audio
T-Ss To practice and memorize
15 mins S-T After each sentence T stopped the Ss fill the gaps the words
During voice and let S to say the answer. according to the
Listening record
T wrote the answers on the board
and move around to check. S- give answers
Ss- check answers

Transformation

Post Listening -

Reflection

Wrap Up
-

3
After the Observation:

1 What preparation (i.e. pre-listening activity) did the teacher give the learners before they listened to the text?
The teacher prepares students before the lesson by, showing the photo of the worksheet (tree) on the data show and explained the
activity, also she answered one question with the students before begging the activity.

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

a. How did the pre-listening activity aid student understanding?

The pre-listening activity helped learners on doing the activity independently without facing difficulty, because there were few
students who did not answer.

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?

The goal of this listening activity was to find out, recognize and define the tree parts, also to memorize them and to practice on
listing skill.

3a. Did the learners have a post-listening activity/activity?

If they did, select (a); if not, select (b).

b. What post-listening activity/ activities might have helped the learners more to understand
what they had heard?
To support what did the students understand from the listening, writing and speaking are propriate to practice the learning and ensure it. Oral
activities such as guessing

4
4a. How many times did the learners listen to the text / recording?
The instructor allowed pupils to listen to the record once a time

b. Would it have increased their understanding if they had been allowed to listen to the
text/recording again? Explain.
Listening to the audio recording twice will ensure the learners understanding, because that will encourage their minds to memorize,
work correctly and independently also to link thing together after repeating.

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

After each sentence she stop the record and askes the students to say the answer, next she wrote the answers on the board, and
so on for the rest audio.
If so, which was the most helpful?
This way is more helpful, because it raises the students focus and concentrate, avoid confusing, appropriate for the student's level, ability to
follow and correct the answers immediately.

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.

There are different advantages of the pre-, while and post listening to teach listening session, from the learner's perspective, that it ensures the
students understanding because of listening to the present and practice the learning, clear lesson, lead the students to engage, link their prior
knowledge to thee new lesson, ability to apply what did learn independently and develops listening skill. However, it is a disadvantage on the
learner that it might be more teacher centre and it has a specific subject so that limited the children to participate.

From the teacher perspective using this mode advantages are, sure of achieving the objectives because of practicing, facilitate knowing the
learner prior knowledge, and clear aim of the lesson and it order the class. But the advantage that its time consuming, and take more than
lesson to finish because it depends on presenting, practicing and others