CELTA Assignment 3 – Skills Related Tasks (A3SRT

)

Gail Fish (Student ID No: 080223711)

Word Count: 1138

and to find out the significance of the words and numbers in the context of the text. 3. and some key words and numbers written on the board. or “skimming” (Scrivener . The task is therefore designed to develop the students’ sub-skill of reading for gist. without attempting to understand every single word (Scrivener 2005: 184). which can be utilised in my tasks both before the students read and during the gist and detailed comprehension stages. I would encourage the students not to try to understand everything. in that it will enable them to make sense of an authentic text as independently as possible. as this would deny them the chance to understand natural written English for themselves (Harmer 2007: 272). These will include ‘spacecraft’ (I would make the students aware that they can see spacecraft in the pictures). I would introduce a prediction task for the students to do before they read the text. but not all of these. The students now have a reason for reading. I would give the students the text and ask them to read it to find out if their predictions were indeed correct. This is a news article about ‘space tourism’ from the BBC website. “prediction is vitally important if we want students to engage fully with the text”. 2. I would tell the students that they are going to read a text. outside the classroom. and Harmer (2007: 271) argues that. ‘18’ and ‘100. and figure 2 – the spacecraft. I would then ask the students to discuss their ideas in groups about the possible content of the text they are about to read. but not excessively. I have chosen to use an authentic reading text with the Upper Intermediate group of students I am currently working with during my teaching practice lessons. A lot of detail is contained within the text. ‘SpaceShipTwo’). The text also presents the opportunity for communicative discussion as a follow-up task. or guess what it will be about. so the students are reading for general understanding (Harmer 2007: 270). ‘family’. Following a brief personalised lead-in focusing on modes of transport students have used to travel on holiday in the past. and this will heighten their interest in the text itself. ‘tourists’. This is a “Type 1” task. ‘Earth’. They will encounter several new words in the text and I would pre-teach some. but to read quickly whilst looking for the ‘clues’ they have been given. After conducting a brief feedback with the class about their predictions. The students would read individually and then in pairs to discuss their understanding of the text in comparison to their earlier predictions.000’ (see board plan). and that I want them to predict. The lesson aims to develop students’ reading comprehension skills. I think the students would find the topic interesting and quite unusual.CELTA Assignment 3 – Skills Related Tasks (A3SRT) 1. This is a very student-centred activity which creates interest in the content of the text and “activates schemata” (Harmer 2007: 271). This text also exposes them to the type of authentic language that they could encounter in the ‘real world’. consisting of two pictures of the spacecraft mentioned in the text (see figure 1 – the mothership. ‘Eve’. I will provide clues. thus heightening their motivation to read. giving the students the chance to exchange their thoughts and opinions with each other after reading it. I think the text is appropriate for the Upper Intermediate group of students because it is quite challenging for them.

The students would discuss their opinions about the article and ‘space tourism’ in their groups. three and five. with the double advantage that the students are speaking and listening to each other whilst also learning about the text. The students would then compare answers with the same-lettered person at their table. ‘aerospace’. 5. All of the ‘A’ questions would be the same. However. 4. four and six. Watkins 2005: 58). The lesson finishes with some personalisation and I think the students would enjoy giving their own opinions on this topic. The purpose of this follow-up task is to give students the opportunity for some communicative speaking practice and to encourage them to discuss their own thoughts and opinions about the text they have read. By this stage of the lesson. I would cut up the text and give students their paragraphs and questions on coloured pieces of paper (pink for A and green for B) in random order. Students would be divided into ‘A’ and ‘B’ (two at each table). showing the other student where to find them in the text. I would move two students from each group to the next group. which the students usually enjoy. the next task focuses on comprehension. The paragraphs in the text are numbered 1-6. ‘hybrid rocket’. the students have a general understanding of the content of the text. the two groups answering six questions individually. and likewise for the ‘B’ questions. ‘sub-orbital’. They could swap their sets of questions and ask each other for the answers. This is a studentcentred way of completing the task. ensuring that everyone has the chance to work with different people. during which the students will answer questions aimed at developing the sub-skill of reading for detailed comprehension (Harmer 2007: 270). the ‘A’ students would exchange their answers with the ‘B’ students in pairs. The students would pick up one card at a time and discuss each question for 2-3 minutes. This livens up the atmosphere for speaking practice. I would focus only on the key vocabulary the students require to fulfil the task. The questions would focus on the students’ opinions on the article. thus making them read their paragraphs more closely in order to find the section of text containing each answer. This makes the task more interactive. therefore consolidating their learning. I would give the students a follow-up task focusing on the productive skill of speaking. . and the Bs paragraphs two. ‘mothership’. so that they are doing jigsaw reading. 187. so before setting a more detailed comprehension task it would be necessary to pre-teach some vocabulary. allowing them to share knowledge and ideas. whether they think that space travel will become popular in the future. The As would answer questions about paragraphs one. It is possible to do more in-depth vocabulary tasks with this text. The text contains several words that will probably be new to them. and whether they would like to go on holiday to space.2005: 185. ‘thorough’ and ‘excursion’. possible ‘tourist attractions’ in space. Finally. I would have a picture of Richard Branson available to show the students during the task if they do not know who he is (figure 3). My second while-reading task is a “Type 2” task. ‘hangar’. pre-teaching words such as ‘maiden’. Each group would have four cards face down on their table with questions to prompt discussion.

(2005) Learning to Teach English Surrey: Delta Publishing. P.co.stm). Watkins.bbc. Oxford: Macmillan. Scrivener. . J. (2007) The Practice of English Language Teaching 4th ed. J.uk/go/pr/fr/-/1/hi/sci/tech/7529978.BIBLIOGRAPHY • • • • Harmer. accessed at: http://news. (2005) Learning Teaching 2nd ed. Harlow: Pearson Longman. Unknown Author (2008) ‘Branson Unveils Space Tourism Jet’ at BBC News Website (Published 28/7/08.

Sign up to vote on this title
UsefulNot useful