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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.

Name
the
story: UP, UP,
and Away.
At
the
begging,
the
teacher
tells
the
students
to shake your
handshake it,
clean
your
ears clean and
give me your
eyes.
Start
to
explain to the
children
the
cover
page,
the title, the
writer, and the
painter,
the
pages number.
Then
the
teacher
explores more
deeply,
what
did you see on
this
page,
what is this.

The children
apply
what
the teacher
said, then sit
nicely
to
listen to the
teacher.
The students
try to read
the story title
and
repeat
after
the
teacher.
The students
start to get
who is the
writer,
the
painter and
the number
of the page.

Comments
Some
times
the
teach
er
close
s
lamp
s,
and
you
view
the
story
throu
gh
data
show.

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

While
the
teacher start
read the story
for
the
children,
the
teacher
change
her
voice to get
the
students
interest.
The
teacher
repeated the
sentence, then
stop
and
asking
the
question,
so
the
teacher
gets who is
follow her and
who isn't.
The complete
teacher
reading,
she
moves
her
hand
like
balloon go up
higher
over
the river and
then up and
show her hand
it up.

The children
sit nicely and
listen to the
teacher.
The students
getting
understand
the story, so
when
the
teacher asks
question
they
can
answer
the
teacher
quickly.
The children
have to be
ready to read
the
story
when
the
teacher
choice
student
to
read.
The
teacher helps
the students
to read in
front of all
the students.

While
the
teach
er
choic
e
stude
nt to
read
the
story,
each
stude
nt
read
two
page
s.

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

The
teacher
made
flash
card for the
students.

The children
may
represent the
story.

Have
a
worksheet for
the students.

The students
answer the
worksheet.

The
teacher
makes
the
events of the
story cards so
that
the
children
can
order
the
events of the
story.

The children
enjoy with
the flash
card doing
with their
friends.

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?

The teacher always gave the children small activity to introduce the
story before she read for them the story.
A. How did the pre-listening activity help students understand?

The teacher gave the students time to Liquidates their mind and think
about the story.

2. Were the learners engaged in while-listening


activity/activities? If they were, select (a)
A. What were the aims of the while-listening activity/activities?

The children develop their listening skills. And how the children can
concentrate through the teacher read the story.
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?

The teacher asked a question to see how the children can


concentrate while she read the story.
4. How many times did the learners listen to the text /
recording?
a. Would it have increased their understanding if they had been
allowed to listen to the recording again? Explain.

Yes, because the teacher gave the student chance to read the story in
front of all the students.
b. Did the learners hear the whole text at once, or in parts?

At the first time the read for the students they get it as part, but the
second time the teacher read them the students get it at once.
c. If so, which was the most helpful?

As a part more helpful for the children to understand the mining and
the ideas.
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.

The advantage of the teacher using the model of pre, while and post
listening to the activities helping the teacher to spend a little time to
explain for the students the story. And the teacher can see easier who

does understand the story and who isnt get it.

The disadvantage of the teacher using the model of pre, while and
post listening to the activities, may the teacher spend more time to
made it for the students, and could the children understand without
teacher made all of this activities.