ff8e5511_m__Qualitative_Social_Research__My_description
[Step] 4 He had demonstrated the listening activity, Waleed recalled, by putting an A3 sheet of the village on the whiteboard, playing a segment of the tape for a sentence telling him where something was and putting the picture of the object in the right place. Several examples had helped the learners "understand the task". The sticking on of pictures had been easy, as Waleed had prepared this, quickly putting blu-tack on each picture "to save time". During the activity, he had repeated some sentences while monitoring to reduce the level of difficulty, he reported, and to give learners more exposure to the phrases "there is" and "there are", and to the prepositions. [My description] 
He introduced the listening activity, which would involve the learners in reconstructing the village, affixing objects to the right place. The learners' levels of participation, engagement and interest seemed high, to judge from the way they responded to him and worked with each other. Body language was generally very positive. The learners cooperated well together, listening and checking their answers, very focused on the task as he monitored, helping. They were using a lot of English. "Behind the school, behind the school", I heard one boy sitting near me say urgently to his group.
Becoming a Do-it-yourself Designer of English Language Teaching Materials | Wyatt | Forum Qualitative Sozialforschung / Forum: Qualitative Social Research
My description