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 What the Comments
Does Children Do

Weather I like that

report. They she asking
Pre-Reading
respond, them about
Activities First, she asks
and they the front
Name the book / story. them who can
want the and the
tell me the
Describe how your MST to back, but
name of the
MST gets children day? She asks read the they do not
interested in the story them also to story. even
and wanting to hear / see what they understand
They point
read it. can see in the what does
in the story.
cover page. it mean.
Also, she asks
them about
the front and
the back.

While shes They all

reading the want to
While-Reading story, she asks
answer her,
Activities them
questions. E.g. and they
How your MST keeps want hear
what comes
children interested and the story.
after
actively involved. Wednesday? Learners
What is the repeat after
weather the
today?
teachers
She acts.
Post-Reading
Activities
How your MST
After the teacher They repeat after
consolidates the finish reading the the teacher and
storyline and explores story, she starts to acting the words
opportunities for teach them the with the teacher.
developing language, new words in the
topic related and story.
personal, social and
emotional issues.
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?

When the teacher introduces the lesson.
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?

Learning the seasons, learning the new words, like summer, winter...
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?

Know the season and what it looks like.
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?
Twice
a. Would it have increased their understanding if they had been allowed
to listen to the recording again? Explain.

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

Once
c. If so, which was the most helpful?

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.