This new document contains the following parts: 1)Rationale 2)Lead-in 3)Reading for gist 4) Reading for detailed comprehension 5) Speaking Task 6) Bibliography 7) Appendices P.S. PASSED WITHOUT RESUBMISSION
certificate in teaching english to speakers of other languages
teaching english as a foreign language
Written for
CELTA
All documents for this subject (27)
5
reviews
By: jocelynwoodward1 • 1 year ago
By: Pekina93 • 2 year ago
Well, I'll definitely not copy it word to word, however, the procedure is awesome! Recommend to contact Serge, he answers!
By: Makiii • 2 year ago
By: sarahasdk • 2 year ago
By: krishnachokkas • 2 year ago
Seller
Follow
sergezagg
Reviews received
Content preview
Assignment 3: Skills Related Task
SKILLS RELATED TASK
PREPARATION
Use the criteria below to choose 3 authentic texts that you feel might work with the group
you taught in the first part of the course with for the purpose of this assignment.
Criteria for choosing a text:
● interest of the group,
● level of the group,
● level of difficulty of the vocabulary in the text,
● format,
● genre,
● length (compare with textbook text and audio scripts)
Meet with your tutor to decide on 1 of the 3 texts to use for your assignment.
WRITING
Use the bulleted points as headings in your assignment.
● Rationale for text
Include a copy of the text and reference the source. Provide a rationale for your choice
of text in terms of the criteria listed above for the group of learners you taught in the first
half of the course.
● Procedure and Rationale for task 1 (receptive)
Think which receptive skill and sub-skills could be practiced in relation to the text. Design a
task that you could use to practice these sub-skills.
1. In your assignment, identify the skill and provide a quote that defines a skill:
“My first reading task is Reading for (…). In “Learning Teaching” Scrivener defines reading
for (…) as “…..” (1,187).
2. Describe how you would set up the task (the way you would describe it in the procedure in
your lesson plan) and get feedback. Use 1st person, e.g. 'I will tell student to read the text
quickly...' . Provide the time limit for the task.
3. Provide a rationale for the task to explain why it is effective for the text you chose and
how it facilitates practice of the sub-skill. In the rationale, mention some of the following
criteria: reason to practice the sub-skill, what makes you think your task practices the sub-
skill you have defined earlier (“my task fits the definition of reading for (…) because ….. “),
comment on the length of the time limit (explain why), level of challenge, degree to which the
task reflects ‘real life reading/ listening‘ to text, and any other relevant features.
Attach the task as appendices to the assignment. You must submit this task as you would
give it to students. Tasks should be professionally presented, appropriately referenced and
needs to include the answers (and the justifications for the answers, in case of reading for
detail).
● Procedure and Rationale for task 2 (receptive)
Repeat above for task 2, for a different sub-skill.
, ● Procedure and Rationale for task 3 (productive)
Think which productive skills (writing or speaking) could be practiced after the receptive
skills activities. Design one task that you could use to practice this skill.
1.Identify the productive skill in your assignment and provide the communicative goal for the
task.
2. Provide a rationale for the task to explain why it is appropriate to use with the text you
chose, what makes it relevant for your students’ needs/interests; and how it facilitates
practice of the productive skill (what they will get better at, as a result of this task)
3. Describe how you would set up the task (the way you would describe it in the procedure in
your lesson plan). Use 1st person, e.g. 'I will tell student to read the text quickly...'
There should be at least 3 sub-stages, so describe how you will set up:
Task preparation
Task performance
Task Feedback on communicative achievement and on language
Attach the task as an appendix to the assignment. You must submit all tasks as you would
give it to students in a lesson.
---------------------------------------------------------------------------------------------------------------------------
-----
You must do some background reading on language skills and reference this in the
assignment. You might look in Learning Teaching by Jim Scrivener or The Practice of
English Language Teaching by Jeremy Harmer. Direct quotes must not be longer than 2
sentences.
Word limit: 750-1000 words. Please include your word count. Word limit does NOT include
materials in the appendices.
The plan of your assignment:
1. Rationale for the choice of the text: “For my group of Pre-Int/Upper Int. students I have
chosen an article from …., on the topic of ….. I chose it because….
2. Reading Task 1: identify the sub-skill, provide the rationale, describe the set-up (with time
limit).
3. Reading Task 2: identify the sub-skill, provide the rationale, describe the set-up (with time
limit).
4. Speaking or Writing Task: identify the skill (S or W) and the communicative goal, describe
the set-up (at least 3 sub.stages), provide the rationale.
5. Bibliography (Sources of quotes + where the text is from)
6. Appendices:
Appendices MUST include:
1. Text (referenced)
2. Task 1 (with answers)
3. Task 2 (with answers; and with justifications, if it’s reading for detail)
4. Task 3 (with answers)
, 1. Rationale for the choice of the text
For my group of Upper Intermediate students, I have chosen a
news article, published on the British news website ‘the Sun’ on the
topic of ‘Ex-bodybuilder banned from all-you-can-eat sushi restaurant
after ‘downing ONE HUNDRED plates of food’’ (1). I chose it because
the students will find the topic quite interesting as most of them are
keen on traveling and healthy lifestyle. And everything related to food
tends to be a universal theme to work on. Therefore, they will be
interested and a bit shocked, hearing the heading of the article. There
are some new words which they can guess from the context in the
article. So generally speaking, I do not find this text incomprehensible
for them.
2. Lead-in /Prediction Task (5-7 min)
The purpose of this stage is to generate an interest in the topic.
So, I will show students 5 pictures (2 of them from the article (Appendix
1) from (Appendix 2) in the order that text sets us. Then I will ask them
to work in pairs and predict what the article would be about (set up 3
min). Meanwhile I would monitor what they are speculating about. After
the discussion in pairs, an open class feedback would come, where
they will be able to express their predictions. During the feedback, I
would register students’ speculations on the WB, what’d make reading
more interesting in the next stage.
(Interaction: T-SS, S-S, SS-T)
3. Reading Task 1/ Reading for gist (7 min)
Rationale:
My first reading task is reading for gist (skimming). In “Learning
Teaching” Scrivener defines skimming as “check text against
predictions made beforehand” (2:267). This task helps to get the
general picture without going into detail. The aim of giving learners so
short time for gist reading is to make sure they will not be reading
deeply.
Procedure:
I will tell the students to read the text quickly alone, without
stopping on every word they might not now, giving them 2 mins to do
this, and in the end, I would ask them to discuss in pairs whether their
predictions were right or wrong before doing a whole class discussion. I
will be monitoring closely during pair work, after that open class
feedback would come.
(Interaction: T-SS, S, S-S, SS-T)
Rationale:
My next receptive skill task is reading for detailed
comprehension. In “Learning Teaching” Scrivener defines this sub-skill
as “reading texts closely and carefully with the intension of gaining an
understanding of as much detail as possible.” (2:264) In other words, it
helps readers to fully understand a text.
Coming back to “Learning Teaching”, Scrivener finds reading for
detailed comprehension extremely useful for students as it “describes
an exercise commonly found in exams. It is clearly useful as a
demanding way of testing comprehension, and is useful for studying
the fine shades of meaning a writer conveys.” (2:226) In order to
develop this sub-skill of reading for detailed comprehension, I’d set a
list of true/false statements (Appendix 3) because I want them to pay
attention to the details and meaning from the text.
Procedure:
I will ask students to read the text again, as they are going to
answer a set of true/false statements. I would also ask the readers to
highlight sentences, where they can see the answer and set up 4
minutes. Then I will ask them to work in pairs and check their answers
and where they come from. After this I would get open class feedback,
where we will be checking answers and I will be asking learners follow
up questions with proofs whether they have got the answers. During
the feedback I will handle the answer sheet (Appendix 3.1).
If during the feedback some difficult words are addressed to me,
I would use mime or go back to the context and use concept checking
questions.
(Interaction: T-SS, S, S-S, SS-T)
5. Speaking Task （Task3） (15 min)
Rationale:
During this stage I will provide the students’ fluency and accuracy
speaking practice in a context of food and restaurants. It is a good idea
to organise class debates as a freer less controlled practice stage. This
oral activity is a good opportunity to practice or revise vocabulary and
master Ss` speaking fluency. In “Learning Teaching” Scrivener defines
speaking activity as “… would allow learners to try out language that
they already understand and have ‘learned’, but not yet made part of
their active personal repertoire. Generally speaking, you are likely to
want to create activities in which learners feel less worried about
The benefits of buying summaries with Stuvia:
Guaranteed quality through customer reviews
Stuvia customers have reviewed more than 700,000 summaries. This how you know that you are buying the best documents.
Quick and easy check-out
You can quickly pay through EFT, credit card or Stuvia-credit for the summaries. There is no membership needed.
Focus on what matters
Your fellow students write the study notes themselves, which is why the documents are always reliable and up-to-date. This ensures you quickly get to the core!
Frequently asked questions
What do I get when I buy this document?
You get a PDF, available immediately after your purchase. The purchased document is accessible anytime, anywhere and indefinitely through your profile.
Satisfaction guarantee: how does it work?
Our satisfaction guarantee ensures that you always find a study document that suits you well. You fill out a form, and our customer service team takes care of the rest.
Who am I buying this summary from?
Stuvia is a marketplace, so you are not buying this document from us, but from seller sergezagg. Stuvia facilitates payment to the seller.
Will I be stuck with a subscription?
No, you only buy this summary for R225,42. You're not tied to anything after your purchase.
