Observation Task2: 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 Do Comments

The story is about Penguin. Learners are listened The

Teacher show the students to the teacher and students are
the cover picture of they imagine what enthusiastic
Penguin and she ask the story about. Also to know
students what you think they answered. about
the story about she let Penguin.
Pre-Reading
Activities them to imagine 10 second
Name the book / story. after that she let them
open their eyes and tell us.
Describe how your
Also she ask them who
MST gets children
interested in the story went to Al Ain zoo and saw
and wanting to hear / a Penguins?. And students
read it.
tell us they see a Penguins
baby. And teacher ask true
and false question like the
Penguin is mammals or
bird?. And students should
give answered true or false.
 Teacher lets all students to Students are acting Students get
While-Reading stand up and they acting and they all interesting
Activities how the Penguin is walked. interesting and they to acting.
How your MSTkeeps understand the story
children interested and easily.
actively involved.

Post-Reading Teacher ask them different They are It’s hard for
Activities question about Penguin for cooperating to the some
How your MST example, the Penguin teacher by giving students to
consolidates the mammals or bird? And answers. remember
storyline and explores
where the Penguin lives? the answers
opportunities for
developing language,
To check if they understand but teacher
topic related and the story. helped them.
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?
She prepares a simple preview of the listening text, so that have a little
information about the story and the discus to gather. Also she uses
illustrations to discuss what they see.

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

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

Pre-listening helps students by generate interest, build confidence and
to facilitate comprehension and students get understand easily. Also
listening improves student’s skills and communicates and became
active, and helps them when listening to the language learns the new
words.

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

students understand the target language better?
Teacher should use different pictures with sounds. For example,
students listening to the sounds and see the pictures and teacher let
them to pick the pictures. This way help students understand easily to
use pictures also for teacher it’s good to elaborate for them by using
sounds and pictures.

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?
The aim for this activity of this story students should learn where the
Penguin live and what their favorite food. Also this activity help them to
understand easily by acting and by teacher asking them questions.

b. What while-listening activity/activities could the teacher have used

to help learners understand better what they were listening to?
Teacher and students they role play the story by acting how the
Penguin is walk.

3. Did the learners have 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?

The aim for post-listening teacher checks if they understand the story
by review and asking them question.

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

learners to understand what they had heard better?
It’s better for teacher to speak correctly, keep their voice clearly and
medium speed to students understand and listening carefully. And
teacher should to repeat the words or sentences two time to help the
students understand and get it.

4. How many times did the learners listen to the text/recording?

2 times, to have opportunity.
b. Would it have increased their understanding if they had been
allowed to listen to the recording again? Explain.
Its more help full for learners to repeat it again to have chance specially
for low students and to keep them focused.

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

If so, which was the most helpful?
I think it’s better for them in parts and in each parts teacher stop it and
explain for them what happen and asking them question so this way
learners can understand easily.

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.
*advantages of in model pre-listening activity:
1-Relivance, materials can easily relate to the information that you
want to deliver.
2-Reputation, prepared materials may enhance the reputation of the
institution by demonstrating its commitment to providing materials
specifically for its students.
3- Flexibility for learners.
*The Disadvantage of model in pre-listening activities
1- costly.
2- Quality.
3-Training