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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 Does What the Children Do Comments

- Asking the - Pointing to the


Pre-Reading children where the title to show the The story was
Activities title is. teacher. about (the
Name the book / story. - Asking them what - Answering the
four seasons).
can they see in the teacher’s
Describe how your MST gets cover page? questions.
children interested in the - Showing them - Explaining what
story and wanting to hear / pictures in that they can see in
read it. story. the pictures or in
the story.

- Explaining the - Identify the I like her


characteristic of characteristic of strategy to
the story and the story. keep them
events. - Answering her
While-Reading engaging
- Asking some questions.
Activities questions about - Listening to the (changing the
How your MST keeps each page such as teacher. voice).
children interested and how is the - Repeating the
actively involved. weather in this vocabulary with
picture. the teacher.
- Change her voice
while she reading
the story.
- Repeating the
vocabulary.
Post-Reading Activities - Identifying the - Repeating the The activity
How your MST consolidates four seasons and names of the was good to
the storyline and explores names of them. four seasons. check if they
opportunities for developing - Asking them - Answering her
understand or
language, topic related and questions on their questions to
prior knowledge. show her their not.
personal, social and
- Give them an abilities.
emotional issues. activity on sorting - Sorting the
the seasons. seasons.
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?

If they had some preparation, select (a) if they did not, select (b).
a. How did the pre-listening activity help students understand?
Using some pictures and ask questions to check their prior knowledge.
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?
Identifying the characteristics of the story and recognize the names of the seasons.
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?
Let the children to go out to show them the weather of the day and let them to
predict what look is like or what is the weather.
b. What post-listening activity/ activities might have helped the learners to
understand what they had heard better?

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

a. w o u l d i t have increased their understanding if they had been allowed to


listen to the recording again? Explain.
Yes, because they will understand the words with their meanings.
c. Did the learners hear the whole text at once, or in parts?
If so, which was the most helpful?
They heard 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.

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