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Celta - Skills Related Assignment

Celta - Skills Related Assignment

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Published by: Simon Bolton on Oct 13, 2011
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CELTA Assignment 3 – Skills Related Tasks (A3SRT


Gail Fish (Student ID No: 080223711)

Word Count: 1138

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

‘mothership’. ‘hangar’. This livens up the atmosphere for speaking practice. possible ‘tourist attractions’ in space. The text contains several words that will probably be new to them. and whether they would like to go on holiday to space. during which the students will answer questions aimed at developing the sub-skill of reading for detailed comprehension (Harmer 2007: 270). the next task focuses on comprehension. so that they are doing jigsaw reading. The students would then compare answers with the same-lettered person at their table. All of the ‘A’ questions would be the same. 187. My second while-reading task is a “Type 2” task. so before setting a more detailed comprehension task it would be necessary to pre-teach some vocabulary. ensuring that everyone has the chance to work with different people. The questions would focus on the students’ opinions on the article. It is possible to do more in-depth vocabulary tasks with this text. However. Watkins 2005: 58). 5. This makes the task more interactive. The students would discuss their opinions about the article and ‘space tourism’ in their groups. This is a studentcentred way of completing the task. therefore consolidating their learning. the two groups answering six questions individually. The lesson finishes with some personalisation and I think the students would enjoy giving their own opinions on this topic. . the ‘A’ students would exchange their answers with the ‘B’ students in pairs. the students have a general understanding of the content of the text. Each group would have four cards face down on their table with questions to prompt discussion. four and six. I would focus only on the key vocabulary the students require to fulfil the task. whether they think that space travel will become popular in the future. 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). ‘sub-orbital’. ‘thorough’ and ‘excursion’. The paragraphs in the text are numbered 1-6. ‘aerospace’. pre-teaching words such as ‘maiden’. Finally. ‘hybrid rocket’. 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. which the students usually enjoy. I would move two students from each group to the next group. allowing them to share knowledge and ideas. with the double advantage that the students are speaking and listening to each other whilst also learning about the text. and the Bs paragraphs two. I would give the students a follow-up task focusing on the productive skill of speaking. 4. showing the other student where to find them in the text.2005: 185. The students would pick up one card at a time and discuss each question for 2-3 minutes. Students would be divided into ‘A’ and ‘B’ (two at each table). By this stage of the lesson. They could swap their sets of questions and ask each other for the answers. 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. The As would answer questions about paragraphs one. three and five. thus making them read their paragraphs more closely in order to find the section of text containing each answer. and likewise for the ‘B’ questions.

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

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