Reading a Story in the local UAE School

What the MST

Does

What the Children

Do

Comments

Before she start to

tell the story , she
ask them some
questions about the
story and she want
them to answer it,
after they answer
she told them that
she will read the
story to know what
the story about. The
teacher read the
story and she start to
act to take the
students attention.

The students were

interested to hear the
story and answer the
teacher question.

Its a good thing That

the teacher ask them
about their
expectations and
their opinion about
the story based on the
title, and then when
shes reading a long
they start to
remember their
answers.

While-Reading
Activities
How your MST keeps
children interested
and actively involved.

By constantly
changing her tone
and asking them
question while shes
reading to grab their
attention.

They actively respond

to her by answering
her questions

The teacher changing

her tone let the
students feel creates
suspense and make
the students feel
enthusiastic

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

The teacher start to

ask the students a
questions in english
to let them improve
their language.

The students start to

think about the word
that can explain their
answers.

Talking in a different
languages help the
students to learn
more.

The hungry worm

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?

- She ask them questions and she shows them a real worm to let them start to
imagine.
If they had some preparation, select (a) if they did not, select (b).
a. How did the pre-listening activity help students understand?

- She bring a real worm and the food that the worm eat to let them imagine what
are happening on the story.
a. What pre-listening activity could the teacher have used to help students
understand the target language better?

1. 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?
a. What while-listening activity/activities could the teacher have used to help
learners understand better what they were listening to?

Some students wasnt listening to the teacher and the else was listening.

1. 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?
a. What post-listening activity/ activities might have helped the learners to
understand what they had heard well?

1. 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 the first time when the teacher was reading, she just stop talking after each
paragraph and she ask them questions, while she repeat the story again, the students will start to
know what its happening from the questions that the teacher ask them.
a. Did the learners hear the whole text at once, or in parts?
- Twice.
a. 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.

advantage( teacher) : the teacher ask the students questions and make some activity before the
story to let them feel excited to know about the story.
Advantage( students ): the students feel excited and wants to know more so they will be quiet to
listen carefully without making noise.
Disadvantage(teacher): the teacher faced some problems with some students.
Disadvantage(student): some students when they become very active they cant stop in one place
so they will make some noise.