CELTA Assignment 3 - Skills

CELTA Assignment 3 Skills Related Tasks Due: Sunday 8 March 20! Task A: A: "300 # $00 %&rds' % &rds'

‘Famil ‘Family y Fortun Fortunes’ es’ (Appendi (Appendix x 1) would would be an intere interesti sting ng readin reading g text text approp appropria riate te for intermediate level students. The following evaluation of the lesson (Appendies ! " #) is based on the three phases of a reading lesson desribed by $rivner (!%11& p.!') ‘*re+ text’& ‘Text’ and ‘*ost+text’.

*re+text



The first stage is a good example of a lead+in& as it would ,get the learners interested in the topi- as well as ,mae an expliit lin between the topi of

Text

the text and students’ own lives- ($rivner& !%11& p.!'). The seo seond nd stag stage e would would not not be help helpfu full in ahi ahiev evin ing g the the stag stage e aim aim of  The ,students have pratie reading for gist- (Appendix !). /nstead& a short gist reading tas should have been set. 

$tudents should have done a pre+reading tas (suh as maing notes after thining about their position in their family) and then read for gist at the third stage. /n this reading lesson& there ould be a brief open lass disussion about whether or not the text mathed their experienes& but oral flueny pratie ould be a follow+up tas.



/n the fourth stage& a tas needs to be set before students an read for details.



/n the fifth stage of a reading lesson& developing produtive writing sills need not be a priority. 0hile a omprehension tas is useful in pratiing the subsill of reading for detailed information ($rivner& !%11& p.!'')& suh a tas would need to be set before students an read the text again. oreover& the omprehension tas (Appendix #) itself is unsatisfatory& sine it inludes general repetitive 2uestions and is not an appropriate level of hallenge.



*air heing heing is a good step& but it would be more effiient effiient if students students were given the omprehension tas before reading the text for the seond time.



Again& although this is neessary& the teaher ould save time on open lass feedba if the tass were set appropriately.

3 The 4ritish 5ounil& Abu 6habi The 7nited 8ingdom’s international organisation for eduational opportunities and ultural relations. 0e are registered in 9ngland as a harity.

CELTA Assignment 3 Skills Related Tasks Due: Sunday 8 March 20! *ost+text



As :armer (!%%b& p.!;) has explained& it is a good idea to set a time limit for voabulary en2uiry. :owever& it would be better to pre+teah some voabulary that might blo their understanding of the reading text after the lead+in& rather than at the last stage. Additional larifiations ould then be made in the open lass feedba stage& and a follow+up produtive sills tas (speaing
Thus& the lesson does not seem effetive at helping students pratie the reeptive sill of reading& sine neither reading for gist nor reading for detail is effiiently pratied.


CELTA Assignment 3 Skills Related Tasks Due: Sunday 8 March 20! Task (: "300 # $00 %&rds'

For the intermediate T* group to pratie their reading sills& / have seleted the text ,0elome to 6ubai=- (Appendix > b) to pratie the following two subsills

1. ?eading for gist $imming

1.1. ?ationale *ratiing this subsill would help students identify the general idea of the text without getting bogged down with the speifi details (:armer& !%%a& p.1%1). At the intermediate level& they should be able understand the global meaning and genre of the text. Also& sine most of them have lived in the 7A9 for a while& they would be engaged and interested.

1.!. Tas After a lead+in and pre+teahing some ey voabulary& / would set the gist tas by telling students that they are going to read a text that gives some information about 6ubai. / would give them the following tas and then set a time limit of # minutes.

Read the te)t *uickly and decide %hich summary is c&rrect: a) The text is a maga@ine artile about different landmars in the ity that an be aessed by publi buses. b) The text is an advertisement by the 4ig 4us 9xperiene about 6ubai as a ity as well as speifi details about their tour.

1.#. Feedba After reading for gist& the answer  Bption b  would be disussed in the open lass.

!. ?eading for detail /ntensive reading to extrat detailed information

!.1. ?ationale $uh a tas would help students ,to unover and aurately understand details in a text($rivner& !%11& p.!'>).


CELTA Assignment 3 Skills Related Tasks Due: Sunday 8 March 20! !.!. Tas After the gist tas& / would set the detail reading tas by first giving students two minutes to read statements 1+;& then as them to spend five minutes reading the text again to deide whether the statements are true or false.

State %hether the +&ll&%ing sentences are true &r +alse, Circle "T' i+ the statement is true and "-' i+ the statement is +alse: 1. !. #. >. C. '. . ;.

6ubai is a small fishing village. The 4ig 4us provides tours of the ity of 6ubai. There are gold and spie sous in 6ubai. The 4us 4us tiet is valid for 1! hours. /t osts A96 1%% for an adult to get a tiet on the 4ig 4us. Duided Arabi ommentary is guaranteed on every tour. The 4ig 4us tours operate seven days a wee. The 4ig 4us tiet inludes a free breafast at the 4urE Al Arab hotel.

!.#. Feedba (First to be peer+heed then disussed in the open lass) 1. !. #. >. C. '. . ;.

F T T F F F T F


T
CELTA Assignment 3 Skills Related Tasks Due: Sunday 8 March 20! Task C: "!0 # 200 %&rds'

For the follow+up tas& / would have students pratie the produtive sill of speaing through a role play ativity about a 4ig 4us tour of their hometown.

1. ?ationale /n the ontext of the reading text& a follow+up speaing tas would be more pratial than a writing tas& sine ?ole+plays simulate the real world while giving students a partiular role to spea and at (:armer& !%%a& p.1!C). Also& as 6onough and $haw (!%%#& p.1#>) have pointed out& speaing sills tend to play a large part in maing learners ommuniatively ompetent in 9nglish as a foreign or seond language. Thus& students ould benefit more from a spoen flueny tas.

!. Tas  $poen flueny pratie The tas would begin by dividing the lass into two groups  agents for the 4ig 4us tour and tourists. 9ah of the two groups would be given a role+ard for the part they are to play ($ee Appendix C). Agents an wor alone or in pairs& depending on the plaes they represent. After preparation time of # minutes& the role+play tas begins. For additional pratie& tourists an swith roles and beome agents of their own hometown. Tas would end with an open lass disussion wherein students would be ased to share whih plae they would lie to visit and why.

T&tal .&rd C&unt:


CELTA Assignment 3 Skills Related Tasks Due: Sunday 8 March 20! 1&%;% words (exluding 5over *age& uestion nu mbers& 4ibliography and Appendies)(/(L/1RA4

4usyTeaher.org. (!%1C). 10 Fresh Roleplay Ideas for General English& Available http<

CELTA Assignment 3 Skills Related Tasks Due: Sunday 8 March 20!

Appendix 1 Reading Text from: Oxenden, C. & Latham-Koenig, C. English File Intermediate Student’s Book OUP 2000

Family

fortunes

Scientists and pscho!ogists agree that a!tho"gh man factors contri#"te to forming o"r persona!it, for examp!e, o"r sex, c!ass, c"!t"re, or !ifest!e, one of the most important is o"r position in the fami!. So ho$ ha%e you #een affected

Are you a frst child, a middle child, the youngest, or an only child? First-born children. If you are a rst-born child, you are probably selfcondent and a good leader – you came rst, after all. You may also be bossy and even aggressive if you don’t get what you want. You are ambitious, and good at communicating, because you learned to spea from your parents, not from brothers and sisters. !n the other hand, you are the oldest and so you have to be the most responsible, and this can mae you the ind of

person who worries a lot. Middle children are usually independent and competitive. You had to ght with your brothers

sisters to get what you wanted. You are also co-operative as you always had to negotiate with either your older or your younger brothers and sisters. You are sociable, as you always had someone to play with. !n the other hand, you may be "ealous and insecure or moody if you felt that your parents preferred your older brother or sister.

Youngest children are often very charming. You learned very #uicly that you could get e$actly what you want by being charming – and this can mae you manipulative. You are usually a%ectionate and rela$ed because when you arrived your parents were more rela$ed themselves. &ut you are often not very independent as you always

had so many people to help you. 'his maes it hard for you to mae decisions. (nd you may be la)y, because your parents probably pushed you less and were less strict with you than


CELTA Assignment 3 Skills Related Tasks Due: Sunday 8 March 20!

with your older brothers and sisters. Only children are often #uite selsh. You had the wonderful lu$ury of not having to share

your parents’ attention with anybody else. In fact, you received so much attention as a child that you nd it di%icult to be interested in other people. !n the other

hand, you are usually organi)ed and responsible, and often imaginative. &ut you may nd it di%icult to communicate with others, and are very sensitive to criticism.


Appendix 2 Appro x Time

Interaction

'

S-S-S

)

S

'

S-S

'

S

(o de%e!op ss reading s*i!!s



S

(o de%e!op ss $riting s*i!!s

)

S-S



(-Ss Ss-(

'

(-Ss Ss-(

(o chec* the ans$ers are c!ear (o chec* the ans$ers are c!ear (o !earn ne$ %oca#"!ar from text

Aims for each stage (o engage Ss in topic Ss ha%e practice reading for gist (o practise ora! f!"enc

Student Activity

Teacher activity

Ss !ine "p according to ho$ man #rothers or sisters the ha%e Ss read artic!e.

(e!! Ss to !ine "p according to ho$ man si#!ings the ha%e from most to !east (e!! Ss the $i!! read an artic!e a#o"t position in fami!

Ss ta!* to partner a#o"t their position in their fami!. Ss read artic!e caref"!!.

+s* Ss to thin* a#o"t their position in their fami! and ta!* to their partner a#o"t it. +s* Ss to read artic!e again, caref"!!, so the can ans$er the comprehension tas* i%e Ss comprehension tas* see +ppendix )/

Ss comp!ete comprehension tas* indi%id"a!!. Ss chec* their ans$ers in pairs

+s* Ss to chec* their ans$ers in pairs

Ss chec* to see if their ans$ers $ere correct

o thro"gh the ans$ers $ith the $ho!e c!ass

Ss choose $ords the didnt "nderstand from text.

+s* Ss if there are an $ords that the didnt "nderstand and exp!ain them

Appendix 3 Answer the following questions: 1. hat do o" thin* first-#orn chi!dren are !i*e 2. hat do o" thin* midd!e chi!dren are !i*e ). hat do o" thin* o"ngest chi!dren are !i*e 3. hat do o" thin* on! chi!dren are !i*e

Appendix 4 a – /5TERMED/ATE READ/51 TE6T 5E (from $oars& Ii@ " John& New Headway &lus Intermediate& B7*)

Dad bans phone after

3,500 texts!

A Manchester teenager has received a phone bill for over £450 after sending 3,500 text messages in jst one month Tony Russell has had his new ‘state of the art’ mobile phone for only three months, but now his father, Lionel, has taken it away. ‘He’s been asking me for a mobile for years because all his friends have got one,’ eplained Lionel. ‘! "nally bought one for his birthday because he’s been doing so well at school, but he and his mater are #teting$cra%y&. They do it all the time ' on buses, in the street. They even tet each other from di(erent sides of the school playground. They’ve got #tetitis&. Tony said ‘! thought teting was much cheaper than phoning, so !’ve been teting my friends all day long and even into the early hours of the morning. !’ve been going to bed at ).** most nights. +ometimes my hand hurt from pressing the buttons so much, but ! was having such good fun that ! couldn’t bear to stop’ His father said, ‘!’ve forgiven him, but ! am angry with the phone company as they are encouraging this cra%e.’ He has made his son promise to pay back the money, so Tony has been working on +aturdays. He has found a -ob in a shoe shop. +o far he has paid back /0. ‘! reckon it will take me about a year to clear this debt,’ he said.

Appendix 4  – /5TERMED/ATE READ/51 TE6T T. (from http<
"elcome to Dbai! 1nd welcome to the 2ig 2us 3perience. 4ubai is a city of fascinating contrasts, o(ering a distinctive blend of old and new. !t’s where 3ast meets 5est. !n less than a century, under the visionary leadership of 4ubai’s ruling 1l 6aktoum family, it has been transformed from a small "shing village into a modern vibrant city full of surprises. 5hether you are seeking a relaing break away from clouds and crowds or a new and eciting eperience, 4ubai has it all7sea, sand, sun and shopping !t’s everything you could wish for in a top holiday destination. Here at 2ig 2us we aim to give you the most en-oyable and memorable eperience of your life in 4ubai. 8rom the towering sail$shaped 2ur- 1l 1rab hotel to the mysterious gold and spice souks, what better way is there to see 4ubai’s breathtaking views than from the 9ing of all sightseeing vehicles, an open$top, double$decker 2ig 2us. 1nd your ticket o(ers you double value because in addition to our acclaimed :ity Tour, you can also take our 2each Tour at no etra cost. +o whether you are staying at the 2each and want to visit the :ity or staying in the :ity and want to visit the 2each, 2ig 2us o(ers you the perfect solution. ;R3;1R3 T< 23 2L<5= 151>75!TH TH3 2!? 2@+ 1ll tours have the hop$on, hop$o( facility and live 3nglish commentary is guaranteed on every departure. Tickets are valid for )/ hours.

#o$ mch does it cost% 1dults 134 ABC.** :hildren 134 A**.** DC$AC incl.E 8amily 134 /C*.** D) 1dults and ) :hildrenE <@ TH3 23+T +!?HT+33!=? T<@R+ != 4@21! K 6agni"cent views from an open$top, double$decker bus K <@R 2!? 2@+ T!:93T K 8ree ) hour 2each Tour K 8ree entry to 4ubai 6useum K 8ree entry to +heikh +aeed 1l 6aktoum House

K 8ree 5a" :ity 1dvantage :ard o(ering )* discount at various shops and restaurants K 8ree 5alking Tour D
Appendix 4 c – ELEME5TAR4 L/STE5/51 TE6T 5E (from Iudlow& 8aren " *atriia ?eilly& Heinemann E'( Hits, amillan :einemann)

($ong) TB’$ 6/L9?  ($u@anne Mega) / am sitting in the morning At the diner on the orner / am waiting at the ounter For the man to pour the offee And he fills it only halfway And before / even argue :e is looing out the window At somebody oming in N/t is always nie to see youN $ays the man behind the ounter To the woman who has ome in $he is shaing her umbrella And / loo the other way As they are issing their hellos /Om pretending not to see them /nstead / pour the mil / open up the paper ThereOs a story of an ator 0ho had died while he was drining /t was no one / had heard of And /Om turning to the horosope And looing for the funnies 0hen /Om feeling someone wathing me And so / raise my head ThereOs a woman on the outside looing inside 6oes she see meP Lo she does not really see me 5ause she sees her own refletion And /Om trying not to notie That sheOs hithing up her sirt And while sheOs straightening her stoings :er hair has gotten wet Bh& this rain& it will ontinue through the morning As /Om listening to the bells of the athedral / am thining of your voie... And of the midnight pini one upon a time before the rain began... / finish up my offee /tOs time to ath the train

Appendix 4 d – ELEME5TAR4 L/STE5/51 TE6T T. (from Dairns& ?uth " $tuart ?edman& Natural English Elementary, Bxford 7niversity *ress)

7nit 1%.1! (Telephone messages) message  :i& 6ad& it’s me. 9rm& an you help meP / an’t do my homewor& erm. 6o you now all the ountries in the 97P 5an you have a thin about that& and then& ould you ring me on my mobileP Thans a lot& 6ad. 4ye. message 2 :i& darling& it’s me. Ioo& /’m in town already. $hall / get the tiets for the inema tonightP 9rm& give me a all on the mobile& B8P 4ye. message 3 :i& Andy. /t’s Tom here. 9rm& /’m at the booshop& and you now that boo on Japan that you’re interested inP 0ell& they’ve got it& it’s here& so /’ll buy it for you and then / an get it to you when / see you tomorrow. All rightP 4ye. message $ r ?oberts& hello. This is Tara from the offie. /’m Eust alling to remind you you’ve got a meeting tomorrow with r Tan. /’ll boo a table at the restaurant for you. 0ould you prefer 5hinese or ThaiP /f you ould let me now& that would be great. Than you. 4ye bye.

Appendix 4 e – /5TERMED/ATE L/STE5/51 &r READ/51 TE6T TREE (from http<
Iearning 9nglish + 0ords in the Lews + %; Btober& !%% + *ublished 111; DT

Endangered g&rillas in C&ng& /n the 6emorati ?epubli of 5ongo& ten wild mountain gorillas have been illed sine the beginning of the year. The onservation organisation 0ildlife 6iret says rebel troops have tried to fore the wildlife rangers to Eoin the fighting. This report from *eter Dreste The oinidene ouldnOt be more unfortunate. The forest that half the worldOs surviving mountain gorillas all home& also happened to be one of the most strategially important regions to rebels fighting government troops from the 6emorati ?epubli of 5ongo. An uneasy true that had lasted for years finally broe down five wees ago& foring most of the wildlife rangers proteting the gorillas to flee to nearby towns. $ome had been able to tae advantage of a reent stalemate to return to the forests and monitor two gorilla families& but now all have been driven out. Aording to 0ildlife 6iret& whih supports the rangers& the rebels even tried to fore some to Eoin their fight. ?angers sheltering in a nearby town reported hearing shelling and heavy gunfire from the forests. 0ildlife 6iretOs $amantha Lewport said without the rangers the mountain gorillas are ompletely unproteted and unmonitored. There are only about seven hundred gorillas left in the wildQ aording to the last ensus& some three hundred and eighty of them in the eastern 5ongo. They arenOt targets in this fight but aording to 0ildlife 6iret they ould so easily get aught in the rossfire. 0ith so few left in the wild even one death represents a signifiant loss. *eter Dreste& 445 Lews& Johannesburg

Appendix ! – RLE7LA4 CARDS The (ig (us t&ur agent Rou are an agent for the 4ig 4us tour in your hometown. ae short notes about the plae suh as  

:istorial landmars Attrations



$peial features of the tour



Tiet ost



Tour timings



0hat is inluded with the 4ig 4us tiet

Rou may also inlude other relevant information. The t&urist Rou are a tourist. Misit at least three different agents of the 4ig 4us tour and tal to them to find the best plae for you to visit. As 2uestions suh as 

0hat is interesting about this plaeP



0hat are the historial attrationsP



0hat are the popular tourist spotsP



/s it heap or expensive to travel thereP



0hat would be inluded in the tourP



0hen is the tourP

Rou may also as other relevant 2uestions.

CELTA Assignment 3 - Skills

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