CELTA ASSIGNMENT 3
CAMBRIDGE CELTA
Assignment 3
Receptive Skill
Krishna Bahadur Bohora
1/7/2014
Assignment 3
I have selected a news article from an online entry of Telegraph Media Group Limited for 'Authentic Material for Reading'. The title of the text is 'Cyclist trapped under car for 30 minutes escapes with just cuts and bruises'. The text is selected for the learners of mid-intermediate level. The learners of this level have some knowledge of complex sentence structures and vocabulary. This text is selected for this group because it contains some difficult collocations and sentence structures. The learners will find the text interesting because it contains the element of suspense and miraculous survival of a cyclist. The learners might have heard/read such news before or have gone through such experience in their life. They might want to involve in various activities in the context of the text. The learners of this level are keen on new sentence structures, direct and indirect speech and some vocabulary related to everyday happenings around them. This text supplies some of these needs. Selecting an authentic text from real life and real world gives learners a chance to learn language in their context. Penny Ur presses the need of authentic texts in this way: "...ultimately we want our learners to be able to cope with the same kinds of reading that are encountered by native speakers of the target language." (Ur, 2009, page 105)
The aim of this reading is to develop receptive skill (reading), and while doing so learners will develop some receptive sub-skills like skim-reading and reading for detailed comprehension (Harmer, 2006). Learners will be able to get general overview of the text through skim-reading and get into detailed reading the second stage. I have designed the reading task based on the ideas presented by Harmer, Ur and Gebhard. The task stages are based on the following principles as suggested by Harmer;
• Reading is not a passive
Assignment 3
Receptive Skill
Krishna Bahadur Bohora
1/7/2014
Assignment 3
I have selected a news article from an online entry of Telegraph Media Group Limited for 'Authentic Material for Reading'. The title of the text is 'Cyclist trapped under car for 30 minutes escapes with just cuts and bruises'. The text is selected for the learners of mid-intermediate level. The learners of this level have some knowledge of complex sentence structures and vocabulary. This text is selected for this group because it contains some difficult collocations and sentence structures. The learners will find the text interesting because it contains the element of suspense and miraculous survival of a cyclist. The learners might have heard/read such news before or have gone through such experience in their life. They might want to involve in various activities in the context of the text. The learners of this level are keen on new sentence structures, direct and indirect speech and some vocabulary related to everyday happenings around them. This text supplies some of these needs. Selecting an authentic text from real life and real world gives learners a chance to learn language in their context. Penny Ur presses the need of authentic texts in this way: "...ultimately we want our learners to be able to cope with the same kinds of reading that are encountered by native speakers of the target language." (Ur, 2009, page 105)
The aim of this reading is to develop receptive skill (reading), and while doing so learners will develop some receptive sub-skills like skim-reading and reading for detailed comprehension (Harmer, 2006). Learners will be able to get general overview of the text through skim-reading and get into detailed reading the second stage. I have designed the reading task based on the ideas presented by Harmer, Ur and Gebhard. The task stages are based on the following principles as suggested by Harmer;
• Reading is not a passive
Bibliography: news. (2014, 1 3). Retrieved 1 4, 2014, from http://www.telegraph.co.uk/news/newstopics/howaboutthat/10549000/Cyclist-trapped-under-car-for-30-minutes-escapes-with-just-cuts-and-bruises.html Gebhard, J Harmar, J. (2006). How to treach English. In J. Harmar, How to teach English (pp. 68-71). Addison Wesley Longman Ltd. Ur, P. (2009). A Course in Language Teaching. New York: Cambridge University Press.