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
My big family The children listen,
Pre-Reading She ask the student and answer the
Activities about the cover teacher questions
Name the book / story. page of the story and at the end they
and let them to think talk about their
Describe how your about it, and when family.
MST gets children she read the story
interested in the story she use some toys.
and wanting to hear /
read it.

The teacher
The teacher asks The children listen, should use
some question about answer the different
the story, and she questions, and voice level,
While-Reading
make different sound copy the family and I think
Activities
of family members. members sound. she can let
How your MST keeps
the student
children interested and
to use the
actively involved.
toy when
they
copying the
voice.

Post-Reading The children repeat

She let the children
Activities and say what they
to repeat the story
How your MST understand from
and say what they
consolidates the the story, and give
understand, and let
storyline and explores some topics of
them to chose
opportunities for stories.
another story for
developing language, next lesson.
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?
let the children predict and guess what the story will be
about.

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

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

Know the name or nickname of each member of the family.

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?

learn from the story, know the names.

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 members, and know new words.

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?

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

to listen to the recording again? Explain. yes, because it will help
them to understanding the words, repeat to let the children learn.

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

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.

It help the children learn more easily and remember, and help the
teacher to organize her lesson.