The assignment outline I was given was something like this: This is because based on our monitoring, we may decide to play the recording again always complete pair checking before thisor we may decide to play a particular segment again.
TT CCQs content from reporter for qq 5. In the doctor text, we could for example, ask true or false questions. Again, as we read we are confirming or refuting our predictions. Each student, or group of students, sticks their review up on the wall and then the whole class mingles, reading the reviews and reacting to them.
Some argue that this is not something we always do in real life, but as was seen from the examples above, it is something we do do in some circumstances, and can be helpful when improving reading speed is important. Use vocabulary and information from the article to help you answer. True or False questions are generally a good idea for a detail task.
Here, we know what specific kind of information in this case the name of a dish and the price we are looking for, before we start to look. So, in this case, they would read another review of a phone, similar to the one they are going to write.
You are likely to think about the question, do some reading as research, plan, organise, edit etc. Otherwise, they will not be able to complete our initial task. Report after 5 minutes. These decisions are based entirely on what we see when we are monitoring. The speed is not under control of the receiver — when reading we can determine the speed at which we take in the information.
As previously mentioned, the stages of a listening are the same as a reading, except for the necessity to possibly play the recording more than once for either a listening for specific information or detailed comprehension task.
Students would scan to find the part of the text which mentions hours of work, but then have to read more carefully and understand more deeply in order to answer the question.
SS will provide main idea and predictions about what the text is about reason why they know it from text. Freer practice — give students a chance to use the language in a freer context.
If there are no words in the text which we feel it is essential students need to know — we may skip this step. In my perspective, students learn new words with reference to context which will enable them to grasp the word well. Topic 3 on the CELTA gave me a solid overview of how to plan a receptive skills lesson, and the basics I learnt from this module still underpin my practice.
We need to get students interested in the topic, set the task, perhaps give them a model of the speaking task being completed, focus on some relevant useful language, give them time to think and plan, time to complete the speaking task and then give them feedback before, if there is time, letting them apply the feedback and have another go at completing the speaking task.
Albeit anecdotally through a more qualitative research perspective, it was observed that language production was coupled easily with guided reading instruction, consistent with outcomes predicted by Masduqi and the CELTA Cambridge English, program. This topic has a universal appeal and is not culturally biased.
A helpful task then, might be for students to match a heading to the paragraph content. Rather than telling them just to go around and read, we might tell them to go around, read, and decide from the reviews which phone they would most like to buy. Future implementation of this lesson might include debate and more situational challenge questions about gender roles.
But there is an argument in the classroom for getting students to read quickly, the first time they come into contact with a text — just to get an overall picture of what is going on. At this stage of the lesson then, we built in time for feedback.
You are likely to think about the question, do some reading as research, plan, organise, edit etc. The teacher flashes the answers for the gist reading on the screen OHP and for the scanning task, individual students could volunteer to discuss the answers. When scanning for specific info, we are often looking for things such as names, places, amounts and costs.
With listening tasks, it is even more important that the teacher monitors both completion of the task and the pair checking stages. Here are some of the main ways listening differs from reading: Stage 8 — Write a final version Aim:Productive Skills We have already talked about reading and listening – receptive skills.
Now let’s focus on speaking and writing – productive skills; so called because although during the process of creation, we need to intake information, we are mainly involved with outputting, or producing language. Teaching receptive skills – reading and listening There are four basic skills in any language; receptive skills – reading and listening, and productive skills – speaking and writing.
All are equally important and wherever possible we should try to incorporate all of. CELTA Assignment 3 Resubmission Charles Jeffrey Danoff 20 December Word Count: For a receptive skills focused lesson I found a fun financial text to use in a strong upperintermediate lesson plan on business.5/5(1).
CELTA-June Assignment 3: Skills-Related Part1: Justification of material choice For this Skills-related assignment, my choice of authentic reading material is “Few Places with Better Stories”. from Asian Geographic magazine (no 78 issue 1/, pages 30 and 35).
CELTA tip: the language skills assignment. I think the language skills topic on the CELTA is incredibly useful. As someone who rarely uses textbooks, I’m always searching for authentic reading and listening materials to use in class.
The following task: In the assignment, you will need to follow the receptive skills tasks with productive. Abstract The CELTA course (Cambridge English) offers a receptive skills framework that integrates reading strategies with productive skills, including both speaking and writing (Masduqi, ).
The framework’s focus on using authentic texts is what.Download