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

Ask them where do they They answer the it is good idea that
see the stars, show them teacher questions and the teacher has a
Pre-Reading
the pictures of the stars have a discussion with discussion with the
Activities
her about the stars children about the
Name the book / story.
stars before she
Describe how your MST gets reads so the children
children interested in the get interested to
story and wanting to hear / know what is the
read it. story about

Collaborate with the The teacher was not

teacher and ask her reading with
While-Reading
Show them the pictures questions related to the expression, her voice
Activities
that are in the story and story was at the same
How your MST keeps
have a discussion with the level, but overall the
children interested and
children while she is children were
actively involved.
reading the story engaged with her

Post-Reading Activities
How your MST consolidates
the storyline and explores
opportunities for developing
language, topic related and
personal, social and
emotional issues.
Ask them questions about They answer the I love that the teacher asks
the story, what happened teacher questions and them
in the story, and who are look at the story and say Questions after she finish the
the characters that are in the characters that they Story so she knows that if the
the story. She let them to have saw them in the Have understood what does
draw the characters on story. They also draw Story talks about
the board the characters on the
board.
Reflections on Observation Task 2: Reading a Story in the Local UAE
Preschool

• What preparation (i.e. pre-listening activity) did the teacher give the
learners before they listened to the text?
She showed the children the pictures of the stars and she had a discussion with them
about the stars

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

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

It helps them to know what will the story talks about and it let the children engaged and
well prepared to listen to the story

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

students understand the target language better?

• 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? She
can let the children to describe what’s happening in the story

• 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?

The aims of the activity are to let the children know what’s in the space and what’s the
name of the things in the space.

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

understand what they had heard better?

• How many times did the learners listen to the text / recording?

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

listen to the recording again? Explain.

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

 If so, which was the most helpful? They hear it at once, the most helpful is to
read the whole text in parts so she can ask the children what’s happening in
the story and the children can share their ideas and ask if they have any
questions.

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 she helps the student to
develop their listening skills and it gives them the opportunity to share their ideas.

The disadvantages from the perspective of the teacher is that the teacher might waste
time and she can’t cover the curriculum

The advantage from the perspective of the learners is that it let the children engaged and it
grow their curiosity, it let the children interested and focussed.

The disadvantages from the perspective of the learners is that the learners may have a
difficulty in not knowing what will the speaker going to talk about and they may not focus
on some words that would help them to know what is the speaker talking about.