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Identify the type of pre-whilst and post reading activities employed by your MST
Table 7: ‘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?
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.