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    Task 2

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    The MST engaged students in pre, during, and post reading activities for a story. For pre-reading, the MST showed the cover and asked what students saw and what they thought the story would be about. During reading, the MST asked questions to keep students involved, such as counting family members. For post-reading, the MST asked questions but did not do activities, and could have done more to consolidate the story. The reflections comment that pre-reading prepared students and engaged them during reading by keeping them involved. It suggests post-reading activities like drawing families could have helped understanding. From the teacher perspective, pre-while-post activities engage students but could waste time, and from

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    Task 2

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    The MST engaged students in pre, during, and post reading activities for a story. For pre-reading, the MST showed the cover and asked what students saw and what they thought the story would be about. During reading, the MST asked questions to keep students involved, such as counting family members. For post-reading, the MST asked questions but did not do activities, and could have done more to consolidate the story. The reflections comment that pre-reading prepared students and engaged them during reading by keeping them involved. It suggests post-reading activities like drawing families could have helped understanding. From the teacher perspective, pre-while-post activities engage students but could waste time, and from

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    The MST engaged students in pre, during, and post reading activities for a story. For pre-reading, the MST showed the cover and asked what students saw and what they thought the story would be about. During reading, the MST asked questions to keep students involved, such as counting family members. For post-reading, the MST asked questions but did not do activities, and could have done more to consolidate the story. The reflections comment that pre-reading prepared students and engaged them during reading by keeping them involved. It suggests post-reading activities like drawing families could have helped understanding. From the teacher perspective, pre-while-post activities engage students but could waste time, and from

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    38 views3 pages

    Task 2

    Uploaded by

    api-307613003
    The MST engaged students in pre, during, and post reading activities for a story. For pre-reading, the MST showed the cover and asked what students saw and what they thought the story would be about. During reading, the MST asked questions to keep students involved, such as counting family members. For post-reading, the MST asked questions but did not do activities, and could have done more to consolidate the story. The reflections comment that pre-reading prepared students and engaged them during reading by keeping them involved. It suggests post-reading activities like drawing families could have helped understanding. From the teacher perspective, pre-while-post activities engage students but could waste time, and from

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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 Comments
    Does Children Do
    She showed them They said what It is a good
    the cover of the they can see and idea to ask
    Pre-Reading
    story and asked expect the story them what
    Activities
    them: (What can will be about. they see
    Name the book / story.
    you see in the and expect
    Describe how your cover page? The to help
    MST gets children story will be about them to
    interested in the story what?). guess what
    and wanting to hear / the story
    read it.
    will be
    about.
    They raised their I think it
    She asked them hands to answer was useful
    while she was if they know the idea which
    reading the story answer. can keep
    some questions them
    While-Reading
    such as: (Who can involved
    Activities
    count how many with the
    How your MST keeps
    family members teacher
    children interested and
    do we have in this and be
    actively involved.
    page? How many active.
    members do you
    have in your
    family?).
    She only was They were I think it will be
    asking them answering, better to if she let
    questions, watching and some students act
    Post-Reading
    showing them listening to the or
    Activities
    pictures that are teacher. model the story
    How your MST
    in the story characters or even
    consolidates the
    without doing any the teacher can
    storyline and explores
    activity. bring some
    opportunities for
    dolls and use
    developing language,
    them as a
    topic related and
    characters while
    personal, social and
    she is reading
    emotional issues.
    the story which
    will be more
    interesting.

    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?

    b. What pre-listening activity could the teacher have used to help


    students understand the target language better? The teacher can
    ask the learners to talk about their families, apply short song
    about the family or show them a short carton about the family.

    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? To engage


    them, be involved and keep their attention with the teacher.

    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?

    c. What post-listening activity/ activities might have helped the


    learners to understand what they had heard well? The teacher can
    let them draw their family members, colour them and write
    their names if it is possible which will be interesting.
    4. How many times did the learners listen to the text / recording?
    One time only.

    a. Would it have increased their understanding if they had been


    allowed to listen to the recording again? Explain. Yes, it will help
    them to understand the members of the family such as:
    (Grandmother, Grandfather, Uncles and Aunts and so on).

    b. Did the learners hear the whole text at once, or in parts? In parts (She
    was explaining each part of the story and showing the pictures).

    c. If so, which was the most helpful? It was useful to read the story in
    parts which helps the students to not feel board and Dispersed.
    Moreover, it will help the teacher to not lose her students attention.

    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 teacher: (Advantages): - Get
    the students attention and let them be involved with her and
    make the story interesting for them. (Disadvantages): -
    Wasting time on the activates, the students might only focus
    on the activates and ignoring hearing the story. The students:
    (Advantages): - The story will be more interesting for them
    and they will have something to do and watch instead of just
    listening. (Disadvantages): - They might feel that they are
    dispersed between the activities and the story.

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