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 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

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

T showed picture of father and

daughter and elicited what they Dialogue between
might be talking about. T gave 5 mins No father and daughter (3 2
true/false questions out before mins)
tape was started.
 Observation Table: For Task 2 Teaching Listening
Section: Number of learners: 22 Date:
Length of lesson: Name of teacher observed:
Language Learning Goals:
Materials used:
Was
Time spent
purpose Type of text, topic and No. of times text
Kind of Preparation on
stated length was heard
preparation
(Y/N)
15min N Boy walking in a small 1
Knowing the direction, revise town
the name of the direction

After the Observation:

1 What preparation (i.e. pre-listening activity) did the teacher give the learners
before they listened to the text?
She gave them a word of direction that helps students to learn
If they had some preparation, select (a) if they did not, select (b).
a. How did the pre-listening activity aid student understanding?

By modelling each word

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?

Its help students know what an audios say

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?
They had an exercise in activity book
If they did, select (a); if not, select (b).
a. What were the aims of the post-listening activity/activities?

It gives a result of students understanding

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

Write what they heard or explain what is it about

4a. How many times did the learners listen to the text / recording?
One time
c. Would it have increased their understanding if they had been allowed to
listen to the text/recording again? Explain.

If a teacher explained the words before a listening, it will help students learn
more about it

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

If so, which was the most helpful?
Students heard in parts, it helps them with a meaning of the word

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.

Teachers Learners

Advantages
Spare no expense Improving a listening
Easier skill

Disadvantages
No Sometimes not clear
and the pronunciation