Table 7: ‘Reading a Story in the local UAE Preschool
What the MST Does
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.
Post-Reading Activities
How your MST consolidates
the storyline and explores
opportunities for developing
language, topic related and
personal, social and
emotional issues.
What the Children Do Comments
The teacher asked the students
to come and sit on the carpet.
She flipped the book in front of
the students and asked them
‘’can someone read the tittle’’.
One student response. Then she
asked them’’ what you see in the
cover page’’ one students. Then
the teacher said ‘’ let’ read the
story about the lion story’’.
The teacher was reading the
story sentence by and sentence
and explain each sentence and
the words that is unfamiliar to
them.
The teacher used TPR when she
explain he meaning of the words.
The teacher gave each students
some pictures about the different
part of the story. And asked the
students to glue them in order
them from the begging to the
end and write on sentence under
each picture.
The students were I think if the sitting on
sitting quietly and the carpet is better if
exited to listen to the the teacher will read a
story. book for them because
it attracts students
attention more than
sitting on the tables.
The students were I liked when the
listening carefully to teacher was explain
the teacher and each sentence to not
answered when the make the students
teacher asked them. confusing about the
meaning of it.
Most of the students Most of the students
were know the story
by doing the activity enjoyed
correctly. And they listening to the
were able to
pronounce some story. Listening
words that were
to story can
unfamiliar.
attract students
attention and
 let them to learn

more about the

pronunciation

of hard words.

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? Before the students listen to the book, they watched video about the lion
where it live, what does he eat and who is it prey.

If they had some preparation, select (a) if they did not, select (b).

a. How did the pre-listening activity help students understand? Pre listening activity helped the show
them what they are going to read about, who are in story and where is.

b. What pre-listening activity could the teacher have used to help students understand the target
language better? The teacher can use pre listening activity to understand the target language better. For
example, if the teacher show to them some pictures about the characters, places or weather. or to ask
them to draw the about the animals or the person in the story.
 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 aim of while listening to activity is
to get students engage and to get their attention.

b. What while-listening activity/activities could the teacher have used to help learners understand
better what they were listening to? The teacher can use some activity to help the students understand
better were listening .My MST was trying to get the students interesting by asking them some question
and turn and talk and then complete reading.

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 aims from post listening activity is
to summarise and recognise what they learn, to save the story in their mind and it also develop their
hand writing.

b. What post-listening activity/ activities might have helped the learners to understand what they had
heard better? The activity that can help the students to understand what they heard is summarization
activity. My MST had activity which is they summarize the story in the paper and glue the picture for the
story the paper.

4. How many times did the learners listen to the text / recording? The students listen to the story
one time.
b. Would it have increased their understanding if they had been allowed to listen to the recording
again? Explain. I think that it will be helpful for the students if they listen to story again, because some of
the students has difficulties to pick up the information so by repeating it will be helpful.

c. Did the learners hear the whole text at once, or in parts? They listen to the text in the part.

If so, which was the most helpful? I think that if the teacher read the text in part is helpful more that
reading once because if the teacher while reading the test in part she will read and stop and discuss
each sentence, so it will be essay for students to understand.

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.

Pre listening: relevance, prepared materials can easily relate to the information that you want to deliver.

While listening: read sentence by sentence and stop and discuss with students.

Post listing: model clear activity.

Disadvantages.

Pre listening: costly, Quality and training.

While listening: she didn’t repeat the story 2 times or 3.

Post listening: short time