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    Task 2

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    api-301142304
    The teacher conducted a 45-minute listening lesson with 22 students focusing on identifying the letters I and J. A variety of pre-listening activities were used such as showing flashcards and playing guessing games to introduce vocabulary. During listening, students repeated words and answered questions about a story and video. Post-listening activities had students writing letters, answering questions, and sharing ideas to apply what they learned.

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    Task 2

    Uploaded by

    api-301142304
    25 views5 pages
    The teacher conducted a 45-minute listening lesson with 22 students focusing on identifying the letters I and J. A variety of pre-listening activities were used such as showing flashcards and playing guessing games to introduce vocabulary. During listening, students repeated words and answered questions about a story and video. Post-listening activities had students writing letters, answering questions, and sharing ideas to apply what they learned.

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    task 2

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    The teacher conducted a 45-minute listening lesson with 22 students focusing on identifying the letters I and J. A variety of pre-listening activities were used such as showing flashcards and playing guessing games to introduce vocabulary. During listening, students repeated words and answered questions about a story and video. Post-listening activities had students writing letters, answering questions, and sharing ideas to apply what they learned.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    25 views5 pages

    Task 2

    Uploaded by

    api-301142304
    The teacher conducted a 45-minute listening lesson with 22 students focusing on identifying the letters I and J. A variety of pre-listening activities were used such as showing flashcards and playing guessing games to introduce vocabulary. During listening, students repeated words and answered questions about a story and video. Post-listening activities had students writing letters, answering questions, and sharing ideas to apply what they learned.

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    © All Rights Reserved
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    Download as docx, pdf, or txt
    of 5

    Observation Table: For Task 2 Teaching Listening

    Section:
    2015

    Number of learners: 22

    Length of lesson:
    observed: -

    45 min

    Language Learning Goals:


    know the sounds.

    Date: 6th Oct.

    Name of teacher
    identify letters I, J, write them, and

    Materials used: flashcards, realia, the books, video.

    Kind of Preparation

    Time
    Was
    spent on purpose
    preparat
    stated
    ion
    (Y/N)
    5 min
    Y

    The teacher show


    students the flash
    cards. And say the
    words.

    No. of times
    text was
    heard
    1

    Listen the words


    the repeat them
    after the teacher
    (3min)
    5 min

    The teacher hide


    objects and ask
    students to guess.

    2
    Play guessing
    game. students ask
    teacher yes/no
    questions to know
    the object (2min)

    2 min

    Play a video and tell


    students to repeat the
    words

    2
    Repeating the
    words (1min)

    10 min
    The teacher open her
    book and explain them
    what they will write.

    Type of text,
    topic and length

    1
    Each group answer
    one question on the
    book. (5 min)

    After the Observation:


    1

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


    the learners before they listened to the text?

    If they had some preparation, select (a) if they did not, select
    (b).
    a. How did the pre-listening activity aid student
    understanding?
    Let them think about idea of the lesson and helps them to
    answer questions.
    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 listen new words and promote their listening.
    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?


    Use their knowledge from listening to develop their other
    skills. Such as: speaking and writing. And sharing ideas, do
    some research, have discussion.

    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? 2
    times
    b. Would it have increased their understanding if they had been
    allowed to listen to the text/recording again? Explain.
    Yes, because when they listen more than one time, they can
    check their answers.
    c.

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


    If so, which was the most helpful?
    In parts, it will helps them to know what to do in each part.

    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.
    Advantages for teacher
    - Get students attention
    - Effective way to teach

    Disadvantages for teacher


    - difficult to teach SL learners
    - take long time
    Advantages for learners
    - Develop their listening skills
    - Understand the grammar
    - Boost their vocabulary
    - Integrate what they have learnt to their own knowledge
    Disadvantages for learners
    - difficult for students to understand

    Tim

    Interactio

    Activity
    e

    Teacher

    Students

    (activity

    (activity +

    + actual

    actual

    words

    words

    said)

    said)

    story

    between

    tell the

    listen to the

    include

    min

    teacher

    story (ice

    teacher and

    words

    and

    cream, jar,

    answering

    start with

    students

    igloo, jam)

    the

    I and J

    Purpose /
    objective
    of the
    activity

    MCT

    comments

    tell a
    sequenced
    story

    questions (I
    see a jar, I
    love ice
    cream)

    draw

    between

    give them

    listen to the

    engage all

    what

    min

    students

    words

    teacher and

    students

    and task

    (infant,

    draw

    start with
    I or J

    iron, joker,
    jeep)

    sounds of

    between

    say the

    listen and

    know the

    J and I

    min

    teacher

    sound

    repeat

    sounds of J

    and

    and I

    students
    find I and

    between

    give flash

    point on

    identify

    min

    teacher

    cards (find

    right cards

    words start

    and

    the letter I,

    (this is I,

    with I and J

    students

    find the

    this is j)

    letter j)
    sing a

    between

    sing a

    listen to the

    get

    song

    min

    teacher

    song (lets

    song and

    students

    and

    sing

    sing

    attention

    students

    together)

    C. What role do you think Arabic should play in the English classroom?

    For explaining new words

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