CELTA skills related tasks

Topics: Activity, Task, Language Pages: 6 (1300 words) Published: March 24, 2014
Written Assignment Three:
Skills Related Tasks

Candidate name: Date:

Assessment criteria:

a correctly using terminology that relates to language skills and sub-skills

b relating task design to language skills practice

c accessing reference materials and referencing information about language skills to an appropriate source

d using written language that is clear, accurate and appropriate to the task

Tutor comments:

Pass

Resubmit – as indicated above

Tutor name and signature:............………………….......................................

Last date for resubmission:............………………….....................................

I have read this assignment and agree with the assessment:....................................(2nd Tutor)

Tutor comments on resubmission:

Tutor name, signature and date: …………………………….....….………….
I have chosen a reading text titled “How to be a good traveller” due to travel’s relevance to the students. All of our students are from another country, and many of them have expressed desires to visit other countries. A text that gives good advice for travelers to follow should prove both interesting and useful to the students.

The receptive skills tasks I designed for this lesson will focus on reading for gist and reading for specific information. Students could also read for detail or attempt to make predictions. However, since some students left their home country for the first time to come to San Diego, their lack of traveling experience may make it difficult to make predictions about the advice contained in the text.

The chosen receptive skills tasks will help the students practice skimming and scanning. Harmer defines skimming as looking over a text to get a general idea of what it is about. (Harmer 2007:101) He defines scanning as looking through a text without having to read every word or line to find particular bits of information they are searching for. (Harmer 2007:100) The reading for gist task will provide the skimming practice, and the reading for specific information task will provide the scanning practice.

The tasks were also chosen to place an emphasis on extensive reading rather than intensive reading. Scrivener defines intensive reading as “reading texts closely and carefully with the intention of gaining an understanding of as much detail as possible,” and he goes on to say that this typically involves rereading a text numerous times to find more and more information and to ensure correct interpretation. (Scrivener 2005:188) This can be contrasted with extensive reading, which he defines as “fluent, faster reading, often of longer texts, for pleasure, entertainment and general understanding, but without such careful attention to the details,” and he states that “when we don’t understand words or small sections, we usually just keep going, maybe only coming back when there has been a major breakdown in our understanding.” (Scrivener 2005:188) He also makes the very valid point that we tend to do much more extensive reading in everyday life than intensive reading.

For the productive skills practice, the students will be put in groups for discussion. Students will first consider the advice in the text and decide what is and is not relevant to their time in San Diego. Once they have come to a consensus on that matter, they will attempt to come up with some advice of their own tailored specifically to San Diego. While I am not familiar with the background of each individual student, the vast majority have been in San Diego for at least a month or two. This will hopefully provide enough experience to give each of them a few ideas to contribute.

Alternatively, the students could be grouped for role play with one or more playing the part of visiting foreigners and the others playing the part of locals as they try to put the given advice into practice. Given the variety of nationalities...

Bibliography: Oxford: Macmillan, 2005. Print.
Harmer, Jeremy. How to Teach English.
Harlow: Pearson Longman, 2007
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