CELTA Assignment 3 - Skills

CELTAAssignment 3

Skills Related TasksDue: Sunday 8 March 2015

Task A: (300 – 400 words)

‘Family Fortunes’ (Appendix 1) would be an interesting reading text appropriate for

intermediate level students. The following evaluation of the lesson (Appendices 2 & 3) is

based on the three phases of a reading lesson described by Scrivner (2011, p.267): ‘Pre-

text’, ‘Text’ and ‘Post-text’.

Pre-text The first stage is a good example of a lead-in, as it would “get the learners

interested in the topic” as well as “make an explicit link between the topic of

the text and students’ own lives” (Scrivner, 2011, p.267).

Text The second stage would not be helpful in achieving the stage aim of

“students have practice reading for gist” (Appendix 2). Instead, a short gist

reading task should have been set.

Students should have done a pre-reading task (such as making notes after

thinking about their position in their family) and then read for gist at the third

stage. In this reading lesson, there could be a brief open class discussion

about whether or not the text matched their experiences, but oral fluency

practice could be a follow-up task.

In the fourth stage, a task needs to be set before students can read for

details.

In the fifth stage of a reading lesson, developing productive writing skills

need not be a priority. While a comprehension task is useful in practicing the

subskill of reading for detailed information (Scrivner, 2011, p.266), such a

task would need to be set before students can read the text again. Moreover,

the comprehension task (Appendix 3) itself is unsatisfactory, since it includes

general repetitive questions and is not an appropriate level of challenge.

Pair checking is a good step, but it would be more efficient if students were

given the comprehension task before reading the text for the second time.

Again, although this is necessary, the teacher could save time on open class

feedback if the tasks were set appropriately.

Post-text As Harmer (2007b, p.287) has explained, it is a good idea to set a time limit

for vocabulary enquiry. However, it would be better to pre-teach some

vocabulary that might block their understanding of the reading text after the

lead-in, rather than at the last stage. Additional clarifications could then be

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CELTAAssignment 3


made in the open class feedback stage, and a follow-up productive skills task

(speaking/writing) could conclude the lesson instead.

Thus, the lesson does not seem effective at helping students practice the receptive skill of

reading, since neither reading for gist nor reading for detail is efficiently practiced.


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Task B: (300 – 400 words)

For the intermediate TP group to practice their reading skills, I have selected the text

“Welcome to Dubai!” (Appendix 4 b) to practice the following two subskills:

1. Reading for gist: Skimming

1.1. Rationale

Practicing this subskill would help students identify the general idea of the text without

getting bogged down with the specific details (Harmer, 2007a, p.101). At the intermediate

level, they should be able understand the global meaning and genre of the text. Also, since

most of them have lived in the UAE for a while, they would be engaged and interested.

1.2. Task

After a lead-in and pre-teaching some key vocabulary, I would set the gist task by telling

students that they are going to read a text that gives some information about Dubai. I would

give them the following task and then set a time limit of 3 minutes.

Read the text quickly and decide which summary is correct:

a) The text is a magazine article about different landmarks in the city that can be

accessed by public buses.

b) The text is an advertisement by the Big Bus Experience about Dubai as a city as

well as specific details about their tour.

1.3. Feedback

After reading for gist, the answer – Option b – would be discussed in the open class.

2. Reading for detail: Intensive reading to extract detailed information

2.1. Rationale

Such a task would help students “to uncover and accurately understand details in a text”

(Scrivner, 2011, p.264).


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2.2. Task

After the gist task, I would set the detail reading task by first giving students two minutes to

read statements 1-8, then ask them to spend five minutes reading the text again to decide

whether the statements are true or false.

State whether the following sentences are true or false. Circle (T) if the

statement is true and (F) if the statement is false:

1. Dubai is a small fishing village. T / F

2. The Big Bus provides tours of the city of Dubai. T / F

3. There are gold and spice souks in Dubai. T / F

4. The Bus Bus ticket is valid for 12 hours. T / F

5. It costs AED 100 for an adult to get a ticket on the Big Bus. T / F

6. Guided Arabic commentary is guaranteed on every tour. T / F

7. The Big Bus tours operate seven days a week. T / F

8. The Big Bus ticket includes a free breakfast at the Burj Al Arab hotel. T / F

2.3. Feedback

(First to be peer-checked then discussed in the open class)

1. F

2. T

3. T

4. F

5. F

6. F

7. T

8. F


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Task C: (150 – 200 words)

For the follow-up task, I would have students practice the productive skill of speaking through

a role play activity about a Big Bus tour of their hometown.

1. Rationale

In the context of the reading text, a follow-up speaking task would be more practical than a

writing task, since Role-plays simulate the real world while giving students a particular role to

speak and act (Harmer, 2007a, p.125). Also, as McDonough and Shaw (2003, p.134) have

pointed out, speaking skills tend to play a large part in making learners communicatively

competent in English as a foreign or second language. Thus, students could benefit more

from a spoken fluency task.

2. Task – Spoken fluency practice

The task would begin by dividing the class into two groups – agents for the Big Bus tour and

tourists. Each of the two groups would be given a role-card for the part they are to play (See

Appendix 5). Agents can work alone or in pairs, depending on the places they represent.

After preparation time of 3 minutes, the role-play task begins. For additional practice, tourists

can switch roles and become agents of their own hometown. Task would end with an open

class discussion wherein students would be asked to share which place they would like to

visit and why.

Total Word Count:

1,080 words (excluding Cover Page, Question numbers, Bibliography and Appendices)


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BIBLIOGRAPHY

BusyTeacher.org. (2015). 10 Fresh Roleplay Ideas for General English, Available:

http://busyteacher.org/7371-10-roleplay-ideas-for-general-english.html [Accessed 1st March

2015].

Davila, S. (2015). Educating her world: Free classroom resources, Available:

http://saradavila.com/ [Accessed 1st March 2015].

ELTbase. (2007).

Harmer, J. (2007a). How to teach English: New edition, Harlow: Pearson Education Limited.

Harmer, J. (2007b). The practice of English language teaching, (4th edition). Harlow:

Pearson Education Limited.

McDonough, J. and Shaw, C. (2003). Materials and methods in ELT: A teacher’s guide, (2nd

edition). Oxford: Blackwell Publishing.

Scrivener, J. (2011). Learning Teaching, (3rd edition). London: Macmillan Education.


http://saradavila.com/

http://busyteacher.org/7371-10-roleplay-ideas-for-general-english.html

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Appendix 1

Reading Text

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

Family Scientists and psychologists agree that although many factors contribute to forming your personality, for example, your sex, class, culture, or lifestyle, one of the most important is your position in the family. So how have you been affected?

Are you a first child, a middle child, the youngest, or an only child?

First-born children. If you are a first-born child, you are probably self-confident and a good leader – you came first, 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 speak from your parents, not from brothers and sisters. On the other hand, you are the oldest and so you have to be the most responsible, and this can make you the kind of

person who worries a lot.

Middle children are usually independent and competitive. You had to fight 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. On the other hand, you may be jealous 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 quickly that you could get exactly what you want by being charming – and this can make you manipulative. You are usually affectionate and relaxed because when you arrived your parents were more relaxed themselves. But you are often not very independent as you always

had so many people to help you. This makes it hard for you to make decisions. And you may be lazy, because your parents probably pushed you


f o r t u n e s

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less and were less strict with you than with your older brothers and sisters.

Only children are often quite selfish. You had the wonderful luxury of

not having to share your parents’ attention with anybody else. In fact, you received so much attention as a child that you find it difficult to be interested in other people. On the other

hand, you are usually organized and responsible, and often imaginative. But you may find it difficult to communicate with others, and are very sensitive to criticism.

Appendix 2

ApproxTime

Inter-action

Aims for each stage

Student Activity Teacher activity

5 S-S-S

To engage Ss in topic

Ss line up according to how many brothers or sisters they have

Tell Ss to line up according to how many siblings they have from most to least

3 S Ss have practice reading for gist

Ss read article. Tell Ss they will read an article about position in family

5 S-S To practise oral fluency

Ss talk to partner about their position in their family.

Ask Ss to think about their position in their family and talk to their partner about it.

5 S To develop ss reading skills

Ss read article carefully.

Ask Ss to read article again, carefully, so they can answer the comprehension task

7 S To develop ss writing skills

Ss complete comprehension task individually.

Give Ss comprehension task (see Appendix 3)

3 S-S To check the answers are clear

Ss check their answers in pairs

Ask Ss to check their answers in pairs

7 T-SsSs-T

To check the answers are clear

Ss check to see if their answers were correct

Go through the answers with the whole class

5 T-SsSs-T

To learn new vocabulary from text

Ss choose words they didn’t understand from text.

Ask Ss if there are any words that they didn’t understand and explain them


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Appendix 3

Answer the following questions:

1. What do you think first-born children are like?

2. What do you think middle children are like?

3. What do you think youngest children are like?

4. What do you think only children are like?


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Appendix 4 a – INTERMEDIATE READING TEXT ONE(from: Soars, Liz & John, New Headway Plus Intermediate, OUP)

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 just 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,’ explained Lionel. ‘I finally bought one for his birthday because he’s been doing so well at school, but he and his mater are “texting-crazy”. They do it all the time – on buses, in the street. They even text each other from different sides of the school playground. They’ve got “textitis”.

Tony said ‘I thought texting was much cheaper than phoning, so I’ve been texting my friends all day long and even into the early hours of the morning. I’ve been going to bed at 2.00 most nights. Sometimes my hand hurt from pressing the buttons so much, but I was having such good fun that I couldn’t bear to stop!’

His father said, ‘I’ve forgiven him, but I am angry with the phone company as they are encouraging this craze.’ He has made his son promise to pay back the money, so Tony has been working on Saturdays. He has found a job in a shoe shop. So far he has paid back £46. ‘I reckon it will take me about a year to clear this debt,’ he said.


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Appendix 4 b – INTERMEDIATE READING TEXT TWO(from: http://www.bigbus.co.uk/dub/html/dub_our_tours.html)

Welcome to Dubai!

And welcome to the Big Bus Experience.

Dubai is a city of fascinating contrasts, offering a distinctive blend of old and new. It’s where East meets West. In less than a century, under the visionary leadership of Dubai’s ruling Al Maktoum family, it has been transformed from a small fishing village into a modern vibrant city full of surprises. Whether you are seeking a relaxing break away from clouds and crowds or a new and exciting experience, Dubai has it all…sea, sand, sun and shopping! It’s everything you could wish for in a top holiday destination.

Here at Big Bus we aim to give you the most enjoyable and memorable experience of your life in Dubai. From the towering sail-shaped Burj Al Arab hotel to the mysterious gold and spice souks, what better way is there to see Dubai’s breathtaking views than from the King of all sightseeing vehicles, an open-top, double-decker Big Bus. And your ticket offers you double value because in addition to our acclaimed City Tour, you can also take our Beach Tour at no extra cost.

So whether you are staying at the Beach and want to visit the City or staying in the City and want to visit the Beach, Big Bus offers you the perfect solution.PREPARE TO BE BLOWN AWAY…WITH THE BIG BUS!

All tours have the hop-on, hop-off facility and live English commentary is guaranteed on every departure. Tickets are valid for 24 hours.

How much does it cost?Adults AED 175.00Children AED 100.00 (5-15 incl.)Family AED 450.00 (2 Adults and 2 Children)OR – you can qualify for $3 USD discount off each adult ticket by booking online right now!

When do the tours operate?Every day between 9am and 5pm.

THE BIG BUS GIVES YOU THE BEST SIGHTSEEING TOURS IN DUBAI• Magnificent views from an open-top, double-decker bus• One ticket covers two exciting tours• Hop-on and off at your leisure• Guided English commentary on every tour• Buses operate 7 days a week• All the major sights covered

INCLUDED WITH YOUR BIG BUS TICKET


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• Free 2 hour Beach Tour• Free entry to Dubai Museum• Free entry to Sheikh Saeed Al Maktoum House• Free Wafi City Advantage Card offering 20% discount at various shops and restaurants• Free Walking Tour (Oct-April 05)• Free Daily Arabian Dhow Cruise

BIG BUS is also in...London and Philadelphia


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Appendix 4 c – ELEMENTARY LISTENING TEXT ONE(from: Ludlow, Karen & Patricia Reilly, Heinemann ELT Hits, Macmillan Heinemann)

(Song) TOM’S DINER – (Suzanne Vega)

I am sitting in the morningAt the diner on the cornerI am waiting at the counterFor the man to pour the coffee

And he fills it only halfwayAnd before I even argueHe is looking out the windowAt somebody coming in

"It is always nice to see you"Says the man behind the counterTo the woman who has come inShe is shaking her umbrella

And I look the other wayAs they are kissing their hellosI'm pretending not to see themInstead I pour the milk

I open up the paperThere's a story of an actorWho had died while he was drinkingIt was no one I had heard of

And I'm turning to the horoscopeAnd looking for the funniesWhen I'm feeling someone watching meAnd so I raise my head

There's a woman on the outside looking inside Does she see me? No she does not really see meCause she sees her own reflection

And I'm trying not to noticeThat she's hitching up her skirtAnd while she's straightening her stockingsHer hair has gotten wet

Oh, this rain, it will continue through the morning As I'm listening to the bells of the cathedralI am thinking of your voice...And of the midnight picnic once upon a time before the rain began...

I finish up my coffeeIt's time to catch the train


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Appendix 4 d – ELEMENTARY LISTENING TEXT TWO(from: Gairns, Ruth & Stuart Redman, Natural English Elementary, Oxford University Press)

Unit 10.12 (Telephone messages)

message 1Hi, Dad, it’s me. Erm, can you help me? I can’t do my homework, erm. Do you know all the countries in the EU? Can you have a think about that, and then, could you ring me on my mobile? Thanks a lot, Dad. Bye.

message 2Hi, darling, it’s me. Look, I’m in town already. Shall I get the tickets for the cinema tonight? Erm, give me a call on the mobile, OK? Bye.

message 3Hi, Andy. It’s Tom here. Erm, I’m at the bookshop, and you know that book on Japan that you’re interested in? Well, they’ve got it, it’s here, so I’ll buy it for you and then I can get it to you when I see you tomorrow. All right? Bye.

message 4Mr Roberts, hello. This is Tara from the office. I’m just calling to remind you you’ve got a meeting tomorrow with Mr Tan. I’ll book a table at the restaurant for you. Would you prefer Chinese or Thai? If you could let me know, that would be great. Thank you. Bye bye.


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Appendix 4 e – INTERMEDIATE LISTENING or READING TEXT THREE

(from: http://www.bbc.co.uk/worldservice/learningenglish/newsenglish/witn/2007/10/071008_congo_gorillas.shtml)

Learning English - Words in the News - 08 October, 2007 - Published 11:18 GMT

Endangered gorillas in Congo In the Democratic Republic of Congo, ten wild mountain gorillas have been killed since the beginning of the year. The conservation organisation Wildlife Direct says rebel troops have tried to force the wildlife rangers to join the fighting. This report from Peter Greste:

The coincidence couldn't be more unfortunate. The forest that half the world's surviving mountain gorillas call home, also happened to be one of the most strategically important regions to rebels fighting government troops from the Democratic Republic of Congo.

An uneasy truce that had lasted for years finally broke down five weeks ago, forcing most of the wildlife rangers protecting the gorillas to flee to nearby towns. Some had been able to take advantage of a recent stalemate to return to the forests and monitor two gorilla families, but now all have been driven out. According to Wildlife Direct, which supports the rangers, the rebels even tried to force some to join their fight. Rangers sheltering in a nearby town reported hearing shelling and heavy gunfire from the forests.

Wildlife Direct's Samantha Newport said without the rangers the mountain gorillas are completely unprotected and unmonitored. There are only about seven hundred gorillas left in the wild; according to the last census, some three hundred and eighty of them in the eastern Congo. They aren't targets in this fight but according to Wildlife Direct they could so easily get caught in the crossfire. With so few left in the wild even one death represents a significant loss.

Peter Greste, BBC News, Johannesburg


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Appendix 5 – ROLE-PLAY CARDS

The Big Bus tour agent

You are an agent for the Big Bus tour in your hometown. Make short notes about the place

such as:

Historical landmarks

Attractions

Special features of the tour

Ticket cost

Tour timings

What is included with the Big Bus ticket

You may also include other relevant information.

The tourist

You are a tourist. Visit at least three different agents of the Big Bus tour and talk to them to

find the best place for you to visit. Ask questions such as:

What is interesting about this place?

What are the historical attractions?

What are the popular tourist spots?

Is it cheap or expensive to travel there?

What would be included in the tour?

When is the tour?

You may also ask other relevant questions.


CELTA Assignment 3 - Skills

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