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
Does
Children Do

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.

Comments

-The story name is

Dear Zoo.
She showed them
the cover of the
story,
and
asked
them to guess what
is it about? And
asked
them
questions related to
the story cover e.g.
what do you see?
Have you ever went
to a zoo? What can
we see there?

The students were

paying attention to
the teacher and
looking at the
cover. Some of
them were trying to
find out what is it,
and they were
answering the
teacher questions
about the story.

I liked that
the teacher
asked them
questions
before
reading the
story,
because it
will develop
their
cognitive
skills and
help them to
imagine.

She kept asking

them questions
while the online
story was playing,
e.g.
Somebody is
making a noise!
Who is it?
Also, she told them
to act and make the
sounds of the
animals, every time
they hear it.

They students were

very actively
involved with the
story, and curious
to know who the
animal is after they
hear the sound,
and they were
making the sounds
too and acted like
the animal.

All the
students
were
participating
with the
teacher and
they were
having fun
with making
the sound of
the animals
all together.

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

Asked the students

questions about the
story and then let
them discuss
together to engage
the children in a
conversation.

The students talked

together and
shared their stories
for example; a
student said: I
have a cat in my
house and I play
with her every day.

I liked that the

teacher let the
students talk
together after the
Story.

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 showed them the cover of the story, and asked the students to
guess what the story is about? And what they can see on the
cover?

If they had some preparation, select (a) if they did not, select
(b).
a. How did the pre-listening activity help students
understand?
It helped them with thinking and imagining what the story is about
or what will they see or listen in the story.

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?
Keep them involved with the story and attention. And keep them
participating 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?
Evaluate the students understanding.

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? 1 time
a. Would it have increased their understanding if
they had been allowed to listen to the recording
again? Explain.
Yes, because the story will be entrenched in the students
minds and they will learn more from repeating, students will
notice new things they did not be attention for it before.

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

parts? once
c. If so, which was the most helpful?
I think if the children hear the whole text in parts, it will be easier
for them to understand rather than hearing in the whole text at
once.

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
Using the model of pre-, while- and post-listening activities model develop many
skills like; language, imagination and social-emotional skills. Also, it helps the
teacher to evaluate the students understanding.

Disadvantages
Using the model of pre-, while- and post-listening activities might take long time
to apply it. Also it might take long time for teachers to prepare the model for the
students.