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.

The MST ask the

children to gather
and sit quietly with a
special technique
she use.

The students
gather and set
well on the
carpet.

I like the
technique she
use because
it gather and
motivate
students to
listen to the
story and be
active.

The teacher asks the

children to repeat
some of the words,
and tell them which
letter does it starts
with and ask the
children to guess

The children
participate and
become active,
answers
questions repeat
the words and
have fun
listening.

The children
like story time
because the
story has
pictures
colors and
with the
teachers
actions it
become more
fun.

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

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

After story time she

ask them question
relates to the story,
about what they
have seen.

The children uses

their
remembering
abilities to
answer the
questions.

It is the challengeable
Step where all the
Students wants to
Answer and show
Their remembering
Skills.

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? As soon as
the teacher say its story time they all gather in circle time,
because they like stories a lot, but she tell a story in different
ways, sometimes on a PowerPoint slides and some other by
reading it from a story book.
If they had some preparation, select (a) if they did not, select (b).
a. How did the pre-listening activity help students understand? The teacher make
sure that the students are ready with some motivation words and they get excited
because its their favourite part of the day.
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? The teacher was
asking them to repeat certain words after her, ask the children some of the
questions like (Where can you see strawberries?).
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? To make sure that
the children can read, understand, recognize the words and know which letter
does it starts with.
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? They
listen to it once
a. Would it have increased their understanding if they had been allowed to
listen to the recording again? Yes, it would, because they all may answer
the post- listening questions correctly, but it may be a little boring for
them because they had a very active and tiring day.
b. Did the learners hear the whole text at once, or in parts? They hear it in parts.
c. If so, which was the most helpful? In parts is more helpful because the teacher
ask questions and explains some of the texts.