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 Comments
Do
Wheres my Teddy? The children are The begging of the story
Pre-Reading Ask them: in enthusiastic. passed with enthusiasm.
Activities What do you see in They answered
Name the book / the cover page? the questions.
story. They share the
answers with
Describe how your each other.
MST gets children
interested in the
story and wanting
to hear / read it.

Ask the students The children are Teacher should change her
questions to keep in enthusiastic to voice level to children be
them interesting keep the story more enthusiastic and to
While-Reading going. not feel sleepy.
Activities Interactive with
the teacher.
How your MST
Answered the
keeps children
questions.
interested and
Ask questions to
actively involved. know what will
happened in the
story.
Post-Reading Review the story. Answer the I prefer while the story finish/ e
Activities Ask the children questions that teacher do an activity to know
How your MST about the characters teacher asked. they understood the story,
consolidates the in the story? instead of just asking questions
storyline and Ask them what you
explores will do if you lost your
opportunities for teddy?
developing How have teddy
language, topic bear?
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?
Before she starts, she revises with the children the phonics and the
vocabulary they got in the last lesson, then she shows the children the
story and ask them two opening questions, what do you see in the cover
page? What do you think the story is about?

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?
Flashcards target words modelling the story

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?

Ask the children questions what keep them engaged

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?

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?
Twice
a. Would it have increased their understanding if they had been allowed to
listen to the recording again? Explain.
Yes, because children are not as adult, they should repeat the word to
understand

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

At once
c. If so, which was the most helpful?
Because they are children in parts is helpful. Teachers must pause and ask
questions and if they understood or not, to children get the idea.

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.
For the teacher, the advantage is make her lesson easily. And the disadvantage, she
will lose time while she pauses and play the listening activities.
For the learners, the advantage is understanding the lesson in another way. And the
disadvantage, children shouldnt set in the carpet more than 10 minutes to not get
bored.