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

Pre-Reading
Activities
Name the book / story.
Describe how your MST gets
children interested in the
story and wanting to hear /
read it.

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

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

The story name is mouse

and lion.
She show them the
Cover of story and tell
them to guess what the
story talk about.

What the Children Do

Comments

The student was

imagined and tells her
what they think.

I like this way

and this
develop their
cognitive skills
and their
imagination.

She acts while she says

the story and changes her
voice.

The student was focus

in her voice and some
student do like her face.

Effective way
to attract the
attention of
the child.

Show them characters in

the story and ask them
what each one did, and
ask them who are the
hero.

They tell her what each

one do and how is the
hero of the story.

This way show

if they
understand
the lesson and
I will use it in
future.

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 gives the name of characters.
If they had some preparation, select (a) if they did not, select (b).
a. How did the pre-listening activity help students understand?
They will think and imagine of it.
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?
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? Evaluate the student
if they understanding the story.
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?
Two times
b. Would it have increased their understanding if they had been allowed to
listen to the recording again? Yes, the student will understand if teacher
repeat story because many for first time the not get everything put for
second time the story will entrenched in his mind.
c. Did the learners hear the whole text at once, or in parts?
If so, which was the most helpful?
They heard as parts this is helpful because the student sill young and if make in
part they will be easy to understand more.
Think about the advantages and disadvantages of using the model of pre-, while- and postlistening activities to teach a listening lesson. Write first from the perspective of the teacher

and then from the perspective of the learners.

-I think there are many advantages of using the model of pre like it help the student to
understand the story and story will entrenched in their mind. For disadvantage is maybe its
take a lot of time and waist the class time.