Assingnment 2
Designing a receptive/productive skills lesson which you will then teach
In the second or third stage of the course you are required to plan and teach a reading or listening lesson. For this you must find a text yourself which is appropriate for the level of your class. This can be from a course book, from supplementary materials, or from authentic sources like the internet. You will need to decide how to use it with your group of Teaching Practice students to give them a receptive and productive skills lesson of 45 or 60 minutes in length. As for all final lessons, you must submit a full lesson plan and stage plan. As well as this, you must fill in the following assignment which should demonstrate to us that you have a clear understanding of receptive skills procedures and activities.
NB:
Remember, this is a SKILLS lesson – you are NOT using the text to introduce a discrete item of language (such as grammar or a lexical set).
Vocabulary: in order to help students understand the text, you may need to design an activity to help with certain words or phrases. The idea of this, though, is NOT to teach this vocabulary and later practise using it, but simply to aid the students’ receptive understanding of the text. Think about when and how to do this most effectively. Vocabulary is neither your main nor subsidiary aim.
You may only edit a text you choose by CUTTING OUT SECTIONS. You must not rewrite, reword or simplify the text.
If you choose a course book text, you cannot simply use the course book activities which come with the text. You need to design your own activities.
Post-reading activities must include productive skills i.e. writing or speaking.
Do some reading about receptive/productive skills activities in Harmer (The Practice of English Language Teaching; How to teach English), Scrivener (Learning Teaching) or another general ELT methodology book. Your assignment should show evidence of/make reference to this reading e.g. include a
In the second or third stage of the course you are required to plan and teach a reading or listening lesson. For this you must find a text yourself which is appropriate for the level of your class. This can be from a course book, from supplementary materials, or from authentic sources like the internet. You will need to decide how to use it with your group of Teaching Practice students to give them a receptive and productive skills lesson of 45 or 60 minutes in length. As for all final lessons, you must submit a full lesson plan and stage plan. As well as this, you must fill in the following assignment which should demonstrate to us that you have a clear understanding of receptive skills procedures and activities.
NB:
Remember, this is a SKILLS lesson – you are NOT using the text to introduce a discrete item of language (such as grammar or a lexical set).
Vocabulary: in order to help students understand the text, you may need to design an activity to help with certain words or phrases. The idea of this, though, is NOT to teach this vocabulary and later practise using it, but simply to aid the students’ receptive understanding of the text. Think about when and how to do this most effectively. Vocabulary is neither your main nor subsidiary aim.
You may only edit a text you choose by CUTTING OUT SECTIONS. You must not rewrite, reword or simplify the text.
If you choose a course book text, you cannot simply use the course book activities which come with the text. You need to design your own activities.
Post-reading activities must include productive skills i.e. writing or speaking.
Do some reading about receptive/productive skills activities in Harmer (The Practice of English Language Teaching; How to teach English), Scrivener (Learning Teaching) or another general ELT methodology book. Your assignment should show evidence of/make reference to this reading e.g. include a