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 (Appendies ! " #) is based on the three phases of a reading lesson desribed by $rivner (!%11& p.!') ‘*re+ text’& ‘Text’ and ‘*ost+text’.
*re+text
The first stage is a good example of a lead+in& as it would ,get the learners interested in the topi- as well as ,mae an expliit lin between the topi of
Text
the text and students’ own lives- ($rivner& !%11& p.!'). The seo seond nd stag stage e would would not not be help helpfu full in ahi ahiev evin ing g the the stag stage e aim aim of The ,students have pratie reading for gist- (Appendix !). /nstead& a short gist reading tas should have been set.
$tudents should have done a pre+reading tas (suh as maing notes after thining about their position in their family) and then read for gist at the third stage. /n this reading lesson& there ould be a brief open lass disussion about whether or not the text mathed their experienes& but oral flueny pratie ould be a follow+up tas.
/n the fourth stage& a tas needs to be set before students an read for details.
/n the fifth stage of a reading lesson& developing produtive writing sills need not be a priority. 0hile a omprehension tas is useful in pratiing the subsill of reading for detailed information ($rivner& !%11& p.!'')& suh a tas would need to be set before students an read the text again. oreover& the omprehension tas (Appendix #) itself is unsatisfatory& sine it inludes general repetitive 2uestions and is not an appropriate level of hallenge.
*air heing heing is a good step& but it would be more effiient effiient if students students were given the omprehension tas before reading the text for the seond time.
Again& although this is neessary& the teaher ould save time on open lass feedba if the tass were set appropriately.
3 The 4ritish 5ounil& Abu 6habi The 7nited 8ingdom’s international organisation for eduational 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 voabulary en2uiry. :owever& it would be better to pre+teah some voabulary that might blo their understanding of the reading text after the lead+in& rather than at the last stage. Additional larifiations ould then be made in the open lass feedba stage& and a follow+up produtive sills tas (speaing
Thus& the lesson does not seem effetive at helping students pratie the reeptive sill of reading& sine neither reading for gist nor reading for detail is effiiently pratied.
3 The 4ritish 5ounil& Abu 6habi The 7nited 8ingdom’s international organisation for eduational opportunities and ultural relations. 0e are registered in 9ngland as a harity.
CELTA Assignment 3 Skills Related Tasks Due: Sunday 8 March 20! Task (: "300 # $00 %&rds'
For the intermediate T* group to pratie their reading sills& / have seleted the text ,0elome to 6ubai=- (Appendix > b) to pratie the following two subsills
1. ?eading for gist $imming
1.1. ?ationale *ratiing this subsill would help students identify the general idea of the text without getting bogged down with the speifi details (:armer& !%%a& p.1%1). At the intermediate level& they should be able understand the global meaning and genre of the text. Also& sine 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+teahing some ey voabulary& / 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 artile about different landmars in the ity that an be aessed by publi buses. b) The text is an advertisement by the 4ig 4us 9xperiene about 6ubai as a ity as well as speifi details about their tour.
1.#. Feedba After reading for gist& the answer Bption b would be disussed in the open lass.
!. ?eading for detail /ntensive reading to extrat detailed information
!.1. ?ationale $uh a tas would help students ,to unover and aurately understand details in a text($rivner& !%11& p.!'>).
3 The 4ritish 5ounil& Abu 6habi The 7nited 8ingdom’s international organisation for eduational opportunities and ultural relations. 0e are registered in 9ngland as a harity.
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 deide 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 spie sous in 6ubai. The 4us 4us tiet is valid for 1! hours. /t osts A96 1%% for an adult to get a tiet on the 4ig 4us. Duided Arabi ommentary is guaranteed on every tour. The 4ig 4us tours operate seven days a wee. The 4ig 4us tiet inludes a free breafast at the 4urE Al Arab hotel.
!.#. Feedba (First to be peer+heed then disussed in the open lass) 1. !. #. >. C. '. . ;.
F T T F F F T F
3 The 4ritish 5ounil& Abu 6habi The 7nited 8ingdom’s international organisation for eduational opportunities and ultural relations. 0e are registered in 9ngland as a harity.
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 pratie the produtive sill of speaing through a role play ativity about a 4ig 4us tour of their hometown.
1. ?ationale /n the ontext of the reading text& a follow+up speaing tas would be more pratial than a writing tas& sine ?ole+plays simulate the real world while giving students a partiular role to spea and at (:armer& !%%a& p.1!C). Also& as 6onough and $haw (!%%#& p.1#>) have pointed out& speaing sills tend to play a large part in maing learners ommuniatively ompetent in 9nglish as a foreign or seond language. Thus& students ould benefit more from a spoen flueny tas.
!. Tas $poen flueny pratie The tas would begin by dividing the lass into two groups agents for the 4ig 4us tour and tourists. 9ah of the two groups would be given a role+ard for the part they are to play ($ee Appendix C). Agents an wor alone or in pairs& depending on the plaes they represent. After preparation time of # minutes& the role+play tas begins. For additional pratie& tourists an swith roles and beome agents of their own hometown. Tas would end with an open lass disussion wherein students would be ased to share whih plae they would lie to visit and why.
T&tal .&rd C&unt:
3 The 4ritish 5ounil& Abu 6habi The 7nited 8ingdom’s international organisation for eduational opportunities and ultural relations. 0e are registered in 9ngland as a harity.
CELTA Assignment 3 Skills Related Tasks Due: Sunday 8 March 20! 1&%;% words (exluding 5over *age& uestion nu mbers& 4ibliography and Appendies)(/(L/1RA4
4usyTeaher.org. (!%1C). 10 Fresh Roleplay Ideas for General English& Available http<
3 The 4ritish 5ounil& Abu 6habi The 7nited 8ingdom’s international organisation for eduational opportunities and ultural relations. 0e are registered in 9ngland as a harity.
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 pscho!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 selfcondent 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 mae 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 #uicly that you could get e$actly what you want by being charming – and this can mae you manipulative. You are usually a%ectionate and rela$ed because when you arrived your parents were more rela$ed themselves. &ut you are often not very independent as you always
had so many people to help you. 'his maes it hard for you to mae decisions. (nd you may be la)y, because your parents probably pushed you less and were less strict with you than
3 The 4ritish 5ounil& Abu 6habi The 7nited 8ingdom’s international organisation for eduational opportunities and ultural relations. 0e are registered in 9ngland as a harity.
CELTA Assignment 3 Skills Related Tasks Due: Sunday 8 March 20!
with your older brothers and sisters. Only children are often #uite selsh. You had the wonderful lu$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.
3 The 4ritish 5ounil& Abu 6habi The 7nited 8ingdom’s international organisation for eduational opportunities and ultural relations. 0e are registered in 9ngland as a harity.
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 didnt "nderstand from text.
+s* Ss if there are an $ords that the didnt "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 $oars& Ii@ " John& New Headway &lus Intermediate& B7*)
Dad bans phone after
3,500 texts!
A Manchester teenager has received a phone bill for over £450 after sending 3,500 text messages in jst one month Tony Russell has had his new ‘state of the art’ mobile phone for only three months, but now his father, Lionel, has taken it away. ‘He’s been asking me for a mobile for years because all his friends have got one,’ eplained Lionel. ‘! "nally bought one for his birthday because he’s been doing so well at school, but he and his mater are #teting$cra%y&. They do it all the time ' on buses, in the street. They even tet each other from di(erent sides of the school playground. They’ve got #tetitis&. Tony said ‘! thought teting was much cheaper than phoning, so !’ve been teting 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 Dbai! 1nd welcome to the 2ig 2us 3perience. 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 relaing break away from clouds and crowds or a new and eciting eperience, 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 eperience 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$decker 2ig 2us. 1nd your ticket o(ers you double value because in addition to our acclaimed :ity Tour, you can also take our 2each Tour at no etra cost. +o whether you are staying at the 2each and want to visit the :ity or staying in the :ity and want to visit the 2each, 2ig 2us o(ers you the perfect solution. ;R3;1R3 T< 23 2L<5= 151>75!TH TH3 2!? 2@+ 1ll tours have the hop$on, hop$o( facility and live 3nglish commentary is guaranteed on every departure. Tickets are valid for )/ hours.
#o$ mch 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$decker bus K <@R 2!? 2@+ T!:93T K 8ree ) hour 2each Tour K 8ree entry to 4ubai 6useum K 8ree entry to +heikh +aeed 1l 6aktoum House
K 8ree 5a" :ity 1dvantage :ard o(ering )* discount at various shops and restaurants K 8ree 5alking Tour D
Appendix 4 c – ELEME5TAR4 L/STE5/51 TE6T 5E (from Iudlow& 8aren " *atriia ?eilly& Heinemann E'( Hits, amillan :einemann)
($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 looing out the window At somebody oming in N/t is always nie to see youN $ays the man behind the ounter To the woman who has ome in $he is shaing 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 ator 0ho had died while he was drining /t was no one / had heard of And /Om turning to the horosope And looing for the funnies 0hen /Om feeling someone wathing me And so / raise my head ThereOs a woman on the outside looing inside 6oes she see meP Lo she does not really see me 5ause she sees her own refletion And /Om trying not to notie That sheOs hithing up her sirt And while sheOs straightening her stoings :er hair has gotten wet Bh& this rain& it will ontinue through the morning As /Om listening to the bells of the athedral / am thining of your voie... And of the midnight pini one upon a time before the rain began... / finish up my offee /tOs time to ath 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 Thans a lot& 6ad. 4ye. message 2 :i& darling& it’s me. Ioo& /’m in town already. $hall / get the tiets 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 booshop& 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 offie. /’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 TREE (from http<
Iearning 9nglish + 0ords in the Lews + %; Btober& !%% + *ublished 111; DT
Endangered g&rillas in C&ng& /n the 6emorati ?epubli of 5ongo& ten wild mountain gorillas have been illed sine the beginning of the year. The onservation organisation 0ildlife 6iret says rebel troops have tried to fore the wildlife rangers to Eoin the fighting. This report from *eter Dreste The oinidene ouldnOt be more unfortunate. The forest that half the worldOs surviving mountain gorillas all home& also happened to be one of the most strategially important regions to rebels fighting government troops from the 6emorati ?epubli of 5ongo. An uneasy true that had lasted for years finally broe down five wees ago& foring most of the wildlife rangers proteting the gorillas to flee to nearby towns. $ome had been able to tae advantage of a reent stalemate to return to the forests and monitor two gorilla families& but now all have been driven out. Aording to 0ildlife 6iret& whih supports the rangers& the rebels even tried to fore some to Eoin their fight. ?angers sheltering in a nearby town reported hearing shelling and heavy gunfire from the forests. 0ildlife 6iretOs $amantha Lewport said without the rangers the mountain gorillas are ompletely unproteted and unmonitored. There are only about seven hundred gorillas left in the wildQ aording to the last ensus& some three hundred and eighty of them in the eastern 5ongo. They arenOt targets in this fight but aording to 0ildlife 6iret they ould so easily get aught in the rossfire. 0ith so few left in the wild even one death represents a signifiant loss. *eter Dreste& 445 Lews& Johannesburg
Appendix ! – RLE7LA4 CARDS The (ig (us t&ur agent Rou are an agent for the 4ig 4us tour in your hometown. ae short notes about the plae suh as
:istorial landmars Attrations
$peial features of the tour
Tiet ost
Tour timings
0hat is inluded with the 4ig 4us tiet
Rou may also inlude 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 plae for you to visit. As 2uestions suh as
0hat is interesting about this plaeP
0hat are the historial attrationsP
0hat are the popular tourist spotsP
/s it heap or expensive to travel thereP
0hat would be inluded in the tourP
0hen is the tourP
Rou may also as other relevant 2uestions.