CELTA-ASSIGNMENT-2
Skills Assignment
Based on the text ‘Do not pass go, do not collect $151’
Dargaville The Christchurch Press 11.03.2005
Due in date: 12-04-2014 Trainee: Jesus Ferrer 00651
Receptive skill 1: reading for gist
Materials
Article ‘Do not pass go, do not collect $151’Dargaville The Christchurch Press 11.03.2005
Aims
In this activity the students are going to focus only on covering the overall theme to catch the main idea from the text.
Rationale
The common approach of lower level language learners is to focus on reading every word and understanding every word of a text. The reader analyses every single word, but instead he gets a general idea from the text, because he is not focused in reading for specific detail. Instead of reading each word, the reader takes words in chunks, that is to say, sets of words that give meaning to the text, such as phrases, clauses or even whole sentences. It is also important to state that like adults, most of our reading is silent. When we read silently, we save the time spent on articulating words, and read in groups of words instead of one word at a time. However, a lot of people like students, are prone to reading for detail, which in the academic context for example, can be counterproductive if they are due to read just for an overall idea. The same happens with students who are learning a foreign or second language, and the most effective way to deal with this is by providing appropriate class activities intended to help the students’ speed reading skills. By doing so, they will be more focused on skimming to get the general idea from a text, rather than reading for detail.
Receptive skill 2: reading for specific information
Procedure
Tell your students that now they will have 3 minutes to read the article for a second time to search for specific
Based on the text ‘Do not pass go, do not collect $151’
Dargaville The Christchurch Press 11.03.2005
Due in date: 12-04-2014 Trainee: Jesus Ferrer 00651
Receptive skill 1: reading for gist
Materials
Article ‘Do not pass go, do not collect $151’Dargaville The Christchurch Press 11.03.2005
Aims
In this activity the students are going to focus only on covering the overall theme to catch the main idea from the text.
Rationale
The common approach of lower level language learners is to focus on reading every word and understanding every word of a text. The reader analyses every single word, but instead he gets a general idea from the text, because he is not focused in reading for specific detail. Instead of reading each word, the reader takes words in chunks, that is to say, sets of words that give meaning to the text, such as phrases, clauses or even whole sentences. It is also important to state that like adults, most of our reading is silent. When we read silently, we save the time spent on articulating words, and read in groups of words instead of one word at a time. However, a lot of people like students, are prone to reading for detail, which in the academic context for example, can be counterproductive if they are due to read just for an overall idea. The same happens with students who are learning a foreign or second language, and the most effective way to deal with this is by providing appropriate class activities intended to help the students’ speed reading skills. By doing so, they will be more focused on skimming to get the general idea from a text, rather than reading for detail.
Receptive skill 2: reading for specific information
Procedure
Tell your students that now they will have 3 minutes to read the article for a second time to search for specific
Bibliography: Learning Teaching – Scrivener, MacMillan How to Teach English – Harmer, Longman. Word count: 999 words. Websites: http://www.englishgrammarsecrets.com/