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
She showed them They said what It is a good
the cover of the they can see and idea to ask
Pre-Reading
story and asked expect the story them what
Activities
them: (What can will be about. they see
Name the book / story.
you see in the and expect
Describe how your cover page? The to help
MST gets children story will be about them to
interested in the story what?). guess what
and wanting to hear / the story
read it.
will be
about.
They raised their I think it
She asked them hands to answer was useful
while she was if they know the idea which
reading the story answer. can keep
some questions them
While-Reading
such as: (Who can involved
Activities
count how many with the
How your MST keeps
family members teacher
children interested and
do we have in this and be
actively involved.
page? How many active.
members do you
have in your
family?).
 She only was They were I think it will be
asking them answering, better to if she let
questions, watching and some students act
Post-Reading
showing them listening to the or
Activities
pictures that are teacher. model the story
How your MST
in the story characters or even
consolidates the
without doing any the teacher can
storyline and explores
activity. bring some
opportunities for
dolls and use
developing language,
them as a
topic related and
characters while
personal, social and
she is reading
emotional issues.
the story which
will be more
interesting.

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?

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

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

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

students understand the target language better? The teacher can
ask the learners to talk about their families, apply short song
about the family or show them a short carton about the family.

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? To engage

them, be involved and keep their attention with the teacher.

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?

c. What post-listening activity/ activities might have helped the

learners to understand what they had heard well? The teacher can
let them draw their family members, colour them and write
their names if it is possible which will be interesting.
4. How many times did the learners listen to the text / recording?
One time only.

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

allowed to listen to the recording again? Explain. Yes, it will help
them to understand the members of the family such as:
(Grandmother, Grandfather, Uncles and Aunts and so on).

b. Did the learners hear the whole text at once, or in parts? In parts (She
was explaining each part of the story and showing the pictures).

c. If so, which was the most helpful? It was useful to read the story in
parts which helps the students to not feel board and Dispersed.
Moreover, it will help the teacher to not lose her students attention.

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 teacher: (Advantages): - Get
the students attention and let them be involved with her and
make the story interesting for them. (Disadvantages): -
Wasting time on the activates, the students might only focus
on the activates and ignoring hearing the story. The students:
(Advantages): - The story will be more interesting for them
and they will have something to do and watch instead of just
listening. (Disadvantages): - They might feel that they are
dispersed between the activities and the story.