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

Pre-Reading Ask questions about the Answers the questions

Activities cover page .
Name the book / story.
Ask them to guess the Try to guess what will
Describe how your MST gets things that will happen. happen
children interested in the
story and wanting to hear /
read it.

The teacher
Make actions and change Interact with teacher way of reading
her voice tone is interesting,
but I can see
most of the
students are
While-Reading
not paying
Activities
attention and
How your MST keeps
there are
children interested and
students who
actively involved.
set in circle
and play
together while
the teacher is
reading the
story
 Ask them what they had Say what they had
learn from the story . learn.
Post-Reading Activities
How your MST consolidates
the storyline and explores
opportunities for developing
language, topic related and
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? Ask them an open-ended question about
the topic of the story.

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

a. How did the pre-listening activity help students understand? They can guess
what the story will be about.

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?

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

to help learners understand better what they were listening to? Use
flash cards to make them understand the new words, ask them to
make the actions she do.

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?

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

 understand what they had heard better? Ordering the events of the story by
using pictures.

4. How many times did the learners listen to the text / recording? 3 times(3 days in
the week).

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

listen to the recording again? Explain. Yes, because they will hear the
words for many time and each time they will hear new word the
teacher will explain it to them, so they will be able to understand the
story after listening to it for many times.

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

If so, which was the most helpful? Both, but in my point of view when they
heard it in parts it was the most helpful. because the students were able to
understand it smoothly also to remember the new words they had learnt.

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.

The advantages from the perspective of the teacher is that will be easier for her to deliver
the content to the students, and she will guaranty that they will understand it.

The advantage from the perspective of the students is that they will predict content from
the pre-listening activities.

The disadvantages from the perspective of the teacher are that the teacher might lose the
time management.

The disadvantages from the perspective of the students are that the students might
confuse and cannot concentrate with the teacher because their mind will be busy with
thinking of the pre-listening activities.