Mariam Hassan Mohamad Abdulrahman H00257527

Observation Task 2: Reading a Story in the local UAE School

Identify the type of pre-whilst and post reading activities employed by your MST
Table 7: Reading a Story in the local UAE Preschool
What the MST Does
What the Children Do
-

Pre-Reading
Activities
Name the book / story.

Describe how your MST gets

children interested in the
story and wanting to hear /
read it.

While-Reading
Activities
How your MST keeps
children interested and
actively involved.

The name of the

story was Going
to The School.
The teacher said
that it was the time
to read an
interesting story
with each other
(together).
The teacher acted
in a way that made
students interested
where she showed
students an
interested and
amazed face which
led to making
students interested.

The teacher kept

acting wonderfully
while reading the
story.
She also changed
her voice when
other characters
showed up (were
talking).
While she was
reading, she
showed students
the pages of the
story where the
pages had colored
pictures that
helped in attracting
students attention.

Comments

The students or
children stopped
directly from
doing another
thing when the
teacher acted
wonderfully and
said that it was
the time of
reading an
interesting story
together.

Students kept
watching their
teacher and
listening to her.
Their faces
showed the
teacher and me
that they wanted
to know
everything
within the story.

The teacher acted

wonderfully which led
to attracting students
attention as well as my
attention.
I liked her used way.

She acted and read

remarkably.
I kept listening to her
because of reading in
different voices and
showing wonderful
expressions.

Mariam Hassan Mohamad Abdulrahman H00257527

-

Post-Reading Activities
How your MST consolidates
the storyline and explores
opportunities for developing
language, topic related and
personal, social and
emotional issues.

The teacher kept

reading the story
and acting
wonderfully until
she arrived to the
last page of the
story.
When she arrived
to the last page,
she changed her
acting way where
she acted in a way
that made students
know that it was
the end of the story
before the teacher
said that it was the
end of the story.
She asked students
if they liked the
story which led to
sharing emotions
and developing
their language and
vocabulary.
The teacher
allowed students to
handle the book to
read to the rest
students.

Students kept
watching their
teacher and
listening to her
until she finished
from getting
students
answers of liking
the read story
and
remembering the
steps of the
story.
Students
participated
when the teacher
asked questions
about the story.
Students
participated
when the teacher
allowed them to
handle the story
and read it out to
the rest students.

I totally liked her way

in acting and showing
expressions.
I liked the teachers
doing of allowing
students to read the
story.

Reflections on Observation Task 2: Reading a Story in the Local UAE

Preschool
1. What preparation (i.e. pre-listening activity) did the teacher give the learners
before they listened to the text?
- All what she did was telling her students that it was the time of reading a
story together. All of them got excited where it seemed that all of them liked
hearing a story.
If they had some preparation, select (a) if they did not, select (b).

a. How did the pre-listening activity help students understand?

That it was the storys time.

Mariam Hassan Mohamad Abdulrahman H00257527

b. What pre-listening activity could the teacher have used to help students
understand the target language better?

2. Were the learners engaged in while-listening activity/activities? If they were, select (a); if
they were not, select (b).
- Yes, they were engaged in while-listening activity/activities.

a. What were the aims of the while-listening activity/activities?

To know what the story was about.
b. What while-listening activity/activities could the teacher have used to
help learners understand better what they were listening to?

3. Did the learners have a post-listening activity/activities? If they did, select (a); if
they did not, select (b).
- Yes, they did.

a. What were the aims of the post-listening activity/activities?

To allow students to understand the story better and remember it better as well as
remembering its goals that were completely important in students lives.
b.

What post-listening activity/ activities might have helped the learners to

understand what they had heard well?

4. How many times did the learners listen to the text / recording?
- Four times.
b.

Would it have increased their understanding if they had been allowed to

listen to the recording again? Explain.
Yes, where that led to sticking the steps of the story in students memories
and stick the goals of the story in students memory where the aims of the
story were behaving well and thinking before doing something.
c.

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

If so, which was the most helpful?
They heard the whole text at once. Hearing the whole text at once was more helpful
where that helped in attracting students attention and keeping them focused until
the end of the storys time.

Mariam Hassan Mohamad Abdulrahman H00257527

Think about the advantages and disadvantages of using the model of pre-, while- and postlistening activities to teach a listening lesson. Write first from the perspective of the teacher
and then from the perspective of the learners.
-

The advantages from the perspective of the teacher of all the pre-, while-, and postlistening activities are keeping students on task and focused and delivering the goals
of the story directly to students.
The disadvantages from the perspective of the teacher of all the pre-, while-, and
post- listening activities are losing students attention, not keeping students on task,
and not delivering the goals of the story directly to students.
The advantages from the perspective of the learners of all the pre-, while-, and postlistening activities are understanding, learning more about good behaviour, learning
other useful skills, and developing language.
The disadvantages from the perspective of the learners of all the pre-, while-, and
post- listening activities are not understanding, not learning more about good
behaviour, not learning other useful skills, and not developing language.