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

She holds the book and They sit on the carpet

Pre-Reading makes them wonder what and listen carefully, and
Activities they are going to read guess what the story is
Name the book / story. about today. about.
She explains the picture
Describe how your MST gets
on the cover page.
children interested in the
She say the name of the
story and wanting to hear /
read it. story, writer.
And she use different
voice volume.

While-Reading
She read the story with They sit quietly and
Activities
different tones. listen, and you can see if
How your MST keeps
And make sound effects. they were interested or
children interested and
not but the way they
actively involved.
incorporated with the
story.

Post-Reading Activities
How your MST consolidates
the storyline and explores
opportunities for developing
language, topic related and
personal, social and
emotional issues.
After telling the story she For example: when they
prepare something that had a story about how
they will create, related to to catch a star.
the story. They created their own
spaceships and starting
playing with each other
and communicate.
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?

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

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

She make a student from other classroom to wear as an astronomer, and
told the students that today they will have a guest and then he knocked the
door and came, then she started giving them the new vocabulary words
written on cards with pictures on them. Then she talked about the story.

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).

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

Sitting appropriately, smiling, engaging in the lesson, and answering while
the teacher is talking, or saying their opinions.

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).

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

Learn new vocabulary, and getting a hint of what is the story about.

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

to understand what they had heard better?

4. How many times did the learners listen to the text / recording?
The whole week.

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

allowed to listen to the recording again? Explain.
Yes, because they will be learning the new vocabulary, and they
might say the story while the teacher is reading it.
 c. Did the learners hear the whole text at once, or in parts?
If so, which was the most helpful?
They hear it all in once, because it's not so long. And they have to hear
it all in once so that they will understand what does it talk abot.

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.