Assignment 1: LANGUAGE SKILLS RELATED TASKS (750-1000 words)

The aim of this assignment is for you to:

 Evaluate a piece of authentic material for language skills development.
 Show evidence of your background reading in a specific topic area (skills).
 Identify the receptive skills and sub-skills which could be practised and developed
using a given authentic text.
 Identify the production skills which could be practised and developed in relation to
the same text.
 Design tasks in relation to the selected text with a brief rationale for each.

Recommended books for this assignment (please list the ones you use in a
bibliography at the end of your assignment, giving the title, author, publisher and year of
publication):
 Learning Teaching, Jim Scrivener, Heinemann.
 The Practice of English Language Teaching, Jeremy Harmer, Pearson.
 How to Teach English, Jeremy Harmer, Pearson.
It is a requirement of this assignment that you refer directly to your reading by either
quoting or paraphrasing; in both cases, you must credit your sources immediately
following the quote / paraphrase in parentheses (like this) or as a footnote1.

Assessment criteria (reproduced from the CELTA Syllabus and Assessment

Guidelines):
Candidates can demonstrate their learning by:
 Correctly using terminology which relates to language skills and sub-skills.
 Relating task design to language skills development.
 Finding, selecting and referencing information from one or more sources.
 Using written language which is clear, accurate and appropriate to task.

The assignment – a template for your answer

1.
 Briefly describe Reading for gist (skimming): Ss grasp the overall message,
the differences without getting in specifics. Time is limited, and the teacher's
between reading
general questions guide ss the key points. Ss don't need to
for gist, reading for
specific read every word to find the answer.
information and
reading for detail Reading for specific (scanning) involves a quick search for
(detailed specific details like dates, names, or facts. Students focus on
comprehension). keywords and target their reading efficiently, within time limit.

Reading for detail (intensive reading): This is a slow process

where students dissect the entire text, examining every

1
Like this.
 sentence and paragraph. They analyze and form a deep
understanding of the content. This requires ample time.

2. In the last area of the communicative activity (follow-on) in

 What is the (receptive or productive skills), Ss fluency practice (spoken)
difference between doesn’t involve the target language. The task should focus on
providing fluency the content, and it is beneficial for overall speaking skills.
practice (spoken)
and providing freer
practice? Freer practice is in the final communicative activity within
(grammar and vocabulary) lessons enabling Ss to use the
target language in meaningful communication.

3.
 Say what level  The text: Our credit crunch wedding cost £597
you think the text
is suitable for.  Based on its readability factors like simple language, and
 Once you have simple sentence structure, the text is suitable for the
designed your intermediate level.
reading tasks in
Stages 6 and 7,  Lexical item:
narrow down the lavish, hitched, bargain-hunting, auction, fitter, stroll, posh,
items in your word
gazebos,, cut price, deposit, redundant, credit crunch
list to those which
the students will
need to be able to  Pre-Vocabulary teach:
answer those Bargain-hunting, putting off, credit crunch
tasks. These are
the items you will
need to pre-teach
(between 3 and 7
items).

Using the article you have chosen (in full – you may not edit it), answer the following
questions:
4. I’ll ask a personal question related to the topic of the text and
 How would you show pictures.
generate interest
in the topic of the “Do you think the cost of a wedding party reflects the strength
text?
of a couple's love?” why or why not? ( 2m. working in pairs)
 Why is this
important?
 This stage is important because it connects the topic with the
reader's prior knowledge and creates a sense of personal
relevance. Motivating curiosity makes them more receptive to
the information presented. ‘” If a text is used in class in ways
that are reasonably similar to real life, the task will likely be
effective” (Jim Scrivener,266)

5.
 What kind of I’ll write some keywords from the text and support them with
prediction activity pictures.
would you set up .
for this specific
text?
 Why is this
important?

I’ll ask (Who is the story about?),(30 seconds)

look at the last paragraph (Did her wedding turn out the way
she imagined?) (30 seconds)

ICQ (Will you go to the text or from your point of view)?

If they give lengthy answers, I will distract them to the text.

Predicting content lessens the load while reading. It can also

motivate students to read the text and it may also provide a
reason for reading. According to Jermy Harmer, “it will allow
students to get a feel for what they are seeing or hearing
before they have to attack the text in detail, which is more
difficult thing to do”. (Jermy Harmer, 270)

6.
 Describe the first  Target sub-skills: reading for specifics (scanning)
reading task you  Time limit: 3 minuets
would design,
stating the target *Students will have a hand-out with the questions and the
sub-skill. text.
 Attach any
materials you 1. How many guests did they invite to the wedding? 40
would hand out people
(and include an 2. In which season was the wedding? In Summer
answer key). 1- Whose wedding was in 1983? Chris’s parents
 Explain clearly
how the task will The activity aimed to sharpen students' skills in finding
help develop the specific details within a text by asking questions with
target sub-skill. definite answers, like numbers or dates. This way, they
 Quote from your scan for information without needing to read every word.
background According to Jim Scrivener “Scanning is involved with
reading. finding individual points from the text without reading
 Describe the full carefully through every word of the text “ ( Jim Scrivener, 165)
staging of the 1- Instructions: work individually to find the answers
activity and your then compare your answers with your partner. (1m.
instructions for it each Q)
including an
appropriate time *ICQ: (Will you read carefully through every word in the text?)
limit.
Task: The Ss scan and then compare the answers with
their partner. Tr. monitors closely to hear what Ss are
saying.

Feedback: Ss share their answers in open class. Tr.

nominates or peer nominates. Tr. asks if anybody agrees or
not.

7.
 Describe the Reading task 2: Reading for details
second reading
task you would Hand out material:
design, stating Read the text again. Are the sentences true or false? Correct
the target sub- the false statement.
skill.
 Attach any
materials you
would hand out
(and include an
answer key).
 Explain clearly 1- Odette had a big wedding ceremony. (F)
 how the task will 2- Odette wore a good-fit wedding dress. (T)
help develop the 3- They saved money so they could move into their first
target sub-skill. home in February. (F)
 Quote from your 4- Their biggest expense is Odette’s dress. (F)
background 5- Chris’s father took the photos of the wedding. (F)
reading.
 Describe the full The task helps ss to check their understanding of the text to
staging of the find the answers to the questions. Ss must read carefully and
activity and your slowly to understand all the details. According to Jim
instructions for it Scrivener “Reading for details is reading text closely and
including an carefully to gain an understanding of as much details as
appropriate time possible often this is so that the students can answer
limit. comprehension questions” ( Jim Scrivener /264).

1. Instructions: Read the sentences (1 minute).

2. Read the text again. Decide if these sentences are

true or false.

ICQ:( Are you going to correct the false sentences?)

2- Compare your answers with your partner.

Task: Ss read the text and decide if the statement is

true or false. (5 minutes. Time limit)

Teacher monitors closely providing guidance where

necessary.

Feedback: students share their answers in open class. Tr.

nominates or peer nominates. Tr. asks if Ss agree or not.

8.
 Describe the Follow on (fluency practice) communicative activity.
follow-on
production task Describe your dream wedding ceremony. Talk in pairs and
(speaking) you find something interesting about your partner. what do you
would design. have in common?
 Attach any
materials you
would hand out.
 Explain how this
 task will help Consider the following:
develop the
target skill (not  The place of the wedding.
language).  The honeymoon
 Quote from your  The guests' Number.
background  Food and drinks.
reading.
The task helps students to speak and listen to one another.
 Describe the full
According to Jim Scrivener “The aim of the communicative
staging of the
activity is to get learners to use the language they are
activity, your
learning to interact in a meaningful and realistic way usually
instructions for it
involving exchanging information or opinion “( Jim Scrivener,
(remember to 217)
include thinking/
preparation time, 1. Instruction: Think about your dream wedding
content assistance ceremony. Talk in pairs and find something interesting
and a about your partner and something in common. (5
communicative minutes)
goal).
 Describe the
type(s) of 2. Task: Ss talk in pairs. The teacher monitors closely.
feedback you
would include. 3. Feedback: Content feedback. Students share what
interesting things they have found about their partners.

Voluntary nomination. The teacher listens without

interrupting.

Bibliography

Learning Teaching (The Essential Guide to English language teaching) Jim Scrivener
Macmillan 2011

The practice of English Language Teaching Jermy Harmer Person Education Limits
2007

Receptive Skills 1

Conventions for referencing from your background reading:

 Direct quotation from the book: (don’t overdo this, keep the quotation short):
According to Scrivener... ‘quotation from book’ (author/page number).
 You can also use footnotes instead of parentheses.
 Paraphrasing what the writer has said: As Scrivener says, encouraging students to
read quickly when reading for the first time can help build confidence when they
don’t understand every word (Scrivener, p.153).
 Include a bibliography with the books referred to: title, author, publisher and year.

Submission checklist (please tick this):

  I have addressed all areas of the rubric, following the template above.
 I have referred to (and quoted / paraphrased from) my background reading
where the need for this has been indicated (parts 6, 7 and 8).
  I have included tasks to develop two receptive sub-skills and one
production skill.
  I have included the expected / desired answers for my receptive skills tasks.
 The production task is directly related to the chosen text and is not language-
focused.
  I have attached all the materials and tasks as they are to be presented to
the students in class (including oral instructions where appropriate).
 I have included any visuals I have referred to in the assignment.
 I have included a rationale for all the tasks, explaining how my tasks develop the
target (sub-)skill.
  I have included a bibliography.
 I have included and respected the word count.
 The work is my own.
 Our credit crunch wedding cost £597

By Geoffrey Lakeman 8/08/2008 (Taken from www.mirror.co.uk)

As a little girl, Odette Fenwick dreamed of a wedding fit for a princess with a horse
drawn carriage and a lavish reception. But when Odette, 19, fell for her prince, he was
rich in love but a little less so in gold - so instead of spending £25,000 on their big day,
they are getting hitched for £597.29.

Odette said yesterday: "I would've liked a big wedding but it's too expensive. It's better
like this as we've enjoyed the bargain hunting."

She bought her dress online from auction site eBay for £52 and second-hand rings for
her and groom Chris May cost £19.

Their 30 guests have been asked to bring their own food and wine for a reception - at
the garage door showroom where Chris is a fitter. And they will get 89p a bottle
Chardonnay instead of champagne to drink a toast to the happy couple.

No expense has been considered for a honeymoon. Instead of going away the
newlyweds - who have five month old daughter Bailey - will have a romantic stroll on the
seafront near their home.

Odette said: "I am looking forward to the big day. Then with the money we save we are
hoping to move into our first home in January and to have a nice christening for Bailey.
I'd consider a posh second wedding one day if we can afford it but it wouldn't be half as
much fun.

"The best bargain is my dress. It has never been worn and is a perfect fit. It's as if it was
made for me." Chris, 21, added: "I'm so happy I don't mind what sort of wedding it is."

The couple, of Ilfracombe, north Devon, have persuaded a radio station to loan them a
car for their August 16 register office ceremony and a local newspaper photographer will
take pictures.

Their biggest expense is £170 hiring suits for Chris and his father Geoff, 44. Two
gazebos for the showroom reception have cost £70 and 40 plastic champagne glasses
were £13.26.

Chris and Odette had kept putting off a big day as they could not afford it on the £200 a
week Chris earns. Now their cut-price wedding means they can put down a £995
deposit to rent a home. Chris and Odette currently live with his parents Geoff and
Dawn, also 44, who had a bargain wedding in 1983.
Dawn said: "I talked the bakery into a three-layer sponge for £80 instead of a normal
£250 wedding cake. "My own wedding cost £150, which is just as well as Geoff was
made redundant on our wedding day, which was not a great start to married life."