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

She said for the

students know we
will watch a video
it is a story about a
caterpillar you
have to listen
carefully to the
story then when
the story is
finished I need you
to tell me what
happened.

She grab their

attention by
changing her voice
tone and speak
with them.

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.

What the Children Do

They get excited

and all the
student they sit
properly and
didnt make
noise while the
teacher was
talking

The student
was so excited
the want to
know what
will happened
with the
caterpillar

They told her

what was in the
story.

And what did

they learn

They learn
new vocabs
for example:
pears, apple,
cupcake,
hungry,
oranges,
strawberry.

By changing her
voice tone to grab
their attention.

And she was speak

slowly so they can
understand.

Ask them to
describe what is in
the story. And
what is the new
vocabs they learn

Comments

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

Discuss about the

story with the
children
Answer the
childrens
questions.

Ask Questions.

Students like
stories, because
they can
imagine.

The students
Love the story
And they want
The teacher
To show them
The story again

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? Before the teacher show them the story she
told them after the story she will listen for each child to explain 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 imagine how
did the caterpillar eats a lot of fruits
b. What pre-listening activity could the teacher have used to help students
understand the target language better? When she change her voice tone.
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? Responding to the
teacher
b. What while-listening activity/activities could the teacher have used to
help learners understand better what they were listening to? That she
play the video again so they can listen carefully and understand
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? Evaluate the student
understanding
b. What post-listening activity/ activities might have helped the learners to
understand what they had heard well? By play the video again and ask them about
the story
4. How many times did the learners listen to the text / recording? Two times
a. Would it have increased their understanding if they had been allowed to
listen to the recording again? Explain. Yes, because they learn by
repeating and they learn more and understand what did they see

b. Did the learners hear the whole text at once, or in parts? They hear in parts so
they can understand.
c. If so, which was the most helpful?
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.