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 Comments

The four seasons

Pre-Reading
The teacher shows the The student sees the
Activities
student the cover page cover page and they try
Name the book / story.
for the students and ask to say what they see.
Describe how your MST gets them what they see.
children interested in the
story and wanting to hear /
read it.

While-Reading
In the middle of story, she The student says what
Activities
asks the students what they think will happen
How your MST keeps
they think will happen. after that.
children interested and
actively involved.

The teacher wants to The children will tell the

Post-Reading Activities
How your MST consolidates
the storyline and explores
opportunities for developing
language, topic related and
personal, social and
emotional issues.
make the student teacher about the story
understand and learn in and what they learn.
unique way about the
seasons.
After that the teacher
choose one student to say
what they learn from the
story to make sure that
the students understand.
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?

The teacher doesn’t have any preparation only she shows them the
cover page before reading the story.

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

b. What pre-listening activity could the teacher have used to

help students understand the target language better?

The teacher makes activities after reading the story to make sure if
the students understand.

2. Were the learners engaged in while-listening activity/activities? If they were,

select (a); if they were not, select (b).

b. What while-listening activity/activities could the teacher

have used to help learners understand better what they were
listening to?

The teacher can use a real sample to take the students attention.

3. Did the learners have a post-listening activity/activities? If they did,

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

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

It's help the students to learn about the story and develop the second
language.

4. How many times did the learners listen to the text / recording?
The teacher read the story one time.

b. Would it have increased their understanding if they had been

allowed to listen to the recording again? Explain.

I think it will increased their understanding because if they

listen to the story two times they will be able to improve their
target language and understand.

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

If so, which was the most helpful?
The learners hear the story at once and I think they should repeat to
give them the chance to understand.