Celta Assignment 3 Ideas Of Socialism

essay celta skills assignment

1314 WordsFeb 20th, 20146 Pages

Lead In/Prediction
Harmer explains that the lead in stage is “where we engage students with the topic of the reading and we try to activate their schema” or “pre-existent knowledge of the world” (Harmer, 2007:271) Questions and pictures or visual prompts are two of the best ways to elicit interest and discussion at this stage. This particular reading uses a question as the heading; “Is beauty in the eye of the beholder?” and is also visually supported by two pictures. Hence I chose to combine the Lead in and Prediction stages into one stage using the heading (question) and two accompanying photos as the prompts for predicting the topic of the reading, creating interest and setting the context. Harmer explains that “prediction is vitally…show more content…

Reading for gist is described by Harmer as “top- down processing” and is used most effectively when the students’ “schemata allow them to have appropriate expectations of what they are going to come across” (Harmer, 2007:270). As adult learners, I believe these students have adequate understanding of the concepts presented in the text and will therefore be able to sufficiently garner meaning even if they don’t understand the entire vocabulary. This is the reason I chose this as the first task.

Pre-Teach Vocab
The main topic of the article is beauty and its relationship to science and research. The words chosen are key adjectives that are used to describe either scientific terminology, e.g. objective, and composite, or describing attributes related to beauty e.g. appealing, expressive, ideal etc. Understanding these words is vital to getting a deeper comprehension of the specifics and details of the text. Learning this vocabulary will prepare the students for the 2nd reading task, a reading for detail task which will check their understanding and engage them further in the content of the text.
This task could potentially be done before the first reading. I chose this order because I believe the students will be more interested to learn the vocab after reading the text. Harmer suggests that “if we want to give students practice in what it is like to tackle

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I think the language skills topic on the CELTA is incredibly useful. As someone who rarely uses textbooks, I’m always searching for authentic reading and listening materials to use in class. Topic 3 on the CELTA gave me a solid overview of how to plan a receptive skills lesson, and the basics I learnt from this module still underpin my practice.

I’ve written an overview of the assignment and a few tips below. Here is a copy of my assignment, and here is a link to the authentic text on the BBC website.

What do I have to do?

Basically this, as the CELTA syllabus states:

That’s a snippet from the CELTA handbook. It only mentions the criteria for reading lessons, but there’s a breakdown for the other skills too. You’ll find this on page 8, and further info on page 17.

So, you have to prove you can do all of the above in a written assignment. This means designing your own lesson based on an authentic text (reading or listening). You must include opportunities in your lesson for students to also practise their productive skills (speaking or writing).

The assignment outline I was given was something like this:

Total words: 1000

Task:Choose one authentic text from the options your tutor will give you

  • Consider your students needs, ability, etc.
  • Don’t adapt or grade the text – if you do then it’s not authentic

Part 1: justify your choice of text (150 words)

  • Why is it suitable for your learners? Reference your background reading (Harmer, Scrivener, etc.)

Part 2:Receptive skill task design (550 words)

  • Talk about how you will introduce the text topic
  • Design an initial reading task for the students (e.g. a gist task)
  • Talk about any vocabulary that you need to pre-teach
  • Design a task where students read for specific detail
  • Explain what the tasks achieve and why they are suitable/useful. Mention background reading when you do this

Part 3: Productive skill task design (300 words)

  • Think of a follow-up task based on the text. This should be either a speaking or a writing activity
  • Write a little rationale on why you’ve chosen this task, how it exploits the text, why is it good for your learners, etc.

That’s an abridged version of the assignment, you’ll no doubt get more detailed info from your tutor, but that is pretty much it.

Tips for task design

My lesson was for upper-intermediate learners.

Part 2: for a lead-in, get the students to talk about the topic. My text was about crazy things that people do while they are sleepwalking. What better way to get students interested in the text than having them discuss that very thing?

What crazy things might people do while they sleepwalk?

I got their ideas up on the board

If you do something like this then you have the basis of your first task.

You have 2 minutes to read the text. Does the text mention any of your ideas on the board?

Students scan the text for relevant information, but also they read for general meaning (gist) as the topics above may appear in the text but worded differently.

I find this is a great initial task for reading/listening texts. Using student ideas gives them a bit of investment in the text too. I use this all the time:

(Another CELTA lesson based on a listening text about New Zealand)

Lead-in: what do you know about New Zealand? (elicit and board responses)

Orientate students to text

Gist Task: Are any of your ideas mentioned in the text?

(A lesson I made last year on a listening text about biscuits injuring people)

Lead-in: what injuries might you get from biscuits (elicit and board responses)

Orientate students to text

Gist Task: Are any of your ideas mentioned in the text?

You can find another example in my lesson about Boudica

Detail task:

True or False questions are generally a good idea for a detail task. I won’t go into much detail here as you’ll get plenty of input about this on your course, but what I would say is this. T/F questions don’t always need a clear answer– you can manipulate your questions in such a way that will provoke discussion among students. By making the answer to a question slightly ambiguous, students may express their opinions, and in doing so they

a) might show a deeper understanding of the text

b) engage more in the text and topic

c) practise more English!

etc.

You can see an example of this in my assignment. Another idea is to include a question which may involve your pre-taught vocabulary. This is a good way to check that they really did understand it!

Part 3: On reflection, I think my productive skills task was a bit rubbish to be honest. You could do better I’m sure. However, whether it’s good or not, you can still get a good mark if you justify WHY you chose that task. My task involved creativity, my students were very creative, so…

a) it was relevant to the learners

b) it showed I learnt a bit about my learners in previous classes

c) it showed that I used what I learnt to inform my practice

So, I guess my main tip for this assignment is to justify everything you do. Think carefully about what you’re doing and why you’re doing it. Mention your learners throughout the assignment – think about what they gain from the tasks you’ve set. Get a few quotes in the assignment from experts but don’t go overboard – 1000 words isn’t much. Finally, remember what you do in this assignment as it’s extremely useful when you’re starting out!

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Posted in CELTA tips and tagged CELTA, efl, elt, IH Budapest, language skills, language skills assignment, reading for gist, receptive skills lesson, teacher training, tefl on by Peter Pun. 12 Comments

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