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Date of submission: 5/2/2008 Christopher Beaumont
the Entry 2 class has students from a variety of countries including Algeria. This is because it is not the way that we read in real life. and that practising some different reading techniques in English may be very useful to them” (Scrivener. Also. Hindu and Christian and will be accustomed to some of festivals touched upon in this article. I have decided to choose a text concerning religious festivals around the world for the Entry 2 level learners. 1994). This method has it benefits as a way of improving vocabulary and understanding of grammar. China and Sri-Lanka. it does not necessarily make them better readers. In addition. productive language skills that could also be practised in relation to the text will also be identified.5/2/2008 The aim of this assignment is to identify the receptive language skill and/or sub skills that could be practised using authentic text. Pg 153. Lithuania. These different elements of personalisation to the student’s lives should enable them to engage more efficiently in the lesson thus allowing a productive and beneficial session to occur. however. All design tasks relating to the text will be attached with a brief rationale of my choices. 1994). Pg 153. The latter is “typically used with short sections or sentences when we need to understand or study information or language use in details” (Scrivener. some of whom are Muslim. Czech Republic. “In order to make students better readers we need first of all to raise their awareness that it’s not always essential to understand every word. Students will have the chance to exercise receptive skills such as skimming for the more general tasks early on in the lesson and scanning or intensive reading (accurate reading) later on in the lesson as learners of the English language may need to concentrate more. 2 . This seems like the perfect opportunity to incorporate various tasks that will enhance both the students receptive and productive language skills. Somalia. I feel the article will be ideal for the students because the text is accompanied with images which will benefit those students who are visual learners. Students have a tendency to approach reading texts in detail and to stop once they have comprehended each word.
Students can engage and touch objects as they might be tactile learners. e. writing. “What are some of the celebrations celebrated in your country?” “The teacher is able to pinpoint precisely what students know and what they still need to work on” (Scrivener. “When we celebrate. This is called “realia”. I will attempt to engage the students with some questions regarding festivals and celebrations eliciting the answers from them to increase the student talking time (STT). “When we celebrate. I will ask the group. role plays. something productive and related to the text). there is no ambiguity. The stages for a reading lesson are as follows. which are essential for the understanding of the text. (Notes from Jane Jenvey’s class. 1994). During the lead in stage. 2008) 3 . This task should be straight forward for the Entry 2 level class due to the diverse religious background. Once I got some feedback. “What festival/celebration do Muslims / Christians / Hindus etc celebrate? I will again write all answers on the board and pay close attention to pronunciation. Pg 100. do we wear new clothes or old clothes?” This question would be asked while I am wearing a new item of clothing and also holding an old item of dirty clothing with many holes and rips in. I would ask the class. For the students who are not affiliated to any religion. set task 1 (general). Then.5/2/2008 There are certain stages in a reading lesson that must be taken when preparing it. Lastly I would ask the students while holding some examples in my hand. the students from China. “What are some of the different religions around today?”. I would write some of the different religions on the board. “When we celebrate. check as a group. I would ask. check in pairs. I will ask questions such as. lead in. check as a group and finally a follow up activity (speaking. set task 2 (detailed) check in pairs. I would then continue by asking questions like. do we wear a lot of jewellery or no jewellery”? This method is particularly good when teaching students because when you bring a real object or a real device into a class. are we happy or sad?” holding up flash cards of a smiley face and a sad face also using facial expressions. listening out for pronunciation problems and assisting whenever necessary.g. pre-teach vocabulary (look at the article and predict between 5 – 8 words that the students may find difficult).
The idea would be for each group to create a mind storm around the words. They will be asked to check in pairs and then we would check as a group. writing down any other words that they would associate with them. “What are its uses?” and “When is it not used?”. The next step is drilling. I would give them a pre-reading task. This is an opportunity to check the students pronunciation of the words and assist them wherever necessary. The best answers are yes or no because they are quick. I am expected to read through the text and predict between 5 – 8 words that may be difficult. Depending on the word that is being taught. It is important that the teacher does not write the word on the board before the pronunciation. Once this is complete. I would split the class into three groups and give them each a piece of paper with one of the festivals touched upon in the text written in the middle. Using this receptive sub skill. allowing all students to input there views. It can be beneficial to then write the words on the board including the phonetics which will aid the students with there pronunciation. As a teacher. This is when you get the class to repeat chorally (wholeclass) and individually. useful concept questions can be asked to learn whether students understand the basic concept of the word such as. Reading task 1 is intended to act as a exercise focusing on their receptive sub skill. they will be asked to answer questions about specific items of information. This is a general task whereby students are only required read for gist. rather the pronunciation should be done first and then the word written on the board. I would encourage some group feedback. the idea is the increase productive skills like student talking time (STT). Before the students begin to study the text. “What is this?”.5/2/2008 The next stage in a reading lesson is to pre-teach any vocabulary necessary for the reading task that will hinder the students understanding of the text. Students will be asked to match each picture with the correct text. they will be asked to 4 . Reading task 2 will help the students practice scanning for specific detail. A successful method when teaching a new word is to show students a picture and elicit feedback from them to check their understanding. skimming. You can ask questions like. This will avoid any confusion with how the word is spelt compared to how it is pronounced. This is always done before the lesson in the planning stage. Once the time limit set has expired.
students will get the chance to activate what they have learnt with use of productive skills such as speaking and writing. 5 .5/2/2008 check answers in pairs and then check answers as a group. then discuss and inform their partner about it. During the follow up activity. This final activity is imperitive as it relates to finding out whether or not the aim of the lesson has been met. They will be asked to write five sentences about there own cultural celebration. These answers will be written on the board to avoid any confusion.
J. Macmillan Publishers Limited 1998 Jane Jenveys CELTA course notes.5/2/2008 Books: Scrivener. Learning Teaching. Lewisham College 2008 Bibliography 6 .
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