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    Language Skills Related Tasks

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    معاذ الاشعري
    This document provides instructions for CELTA trainees to design a receptive/productive language skills lesson to teach. Trainees must find an appropriate text at the target level and use it for a 45-60 minute lesson with reading or listening activities. They must submit a full lesson plan and rationale. The rationale should demonstrate understanding of receptive skills procedures and activities by referencing methodology books. It should include rationales for pre-reading/listening activities and sub-skills, during activities and sub-skills, and post activities focusing on productive skills like writing and speaking. Trainees will be assessed on correctly using language skills terminology, relating task design to skills development, and selecting and referencing information from sources.

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    Language Skills Related Tasks

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    معاذ الاشعري
    219 views3 pages
    This document provides instructions for CELTA trainees to design a receptive/productive language skills lesson to teach. Trainees must find an appropriate text at the target level and use it for a 45-60 minute lesson with reading or listening activities. They must submit a full lesson plan and rationale. The rationale should demonstrate understanding of receptive skills procedures and activities by referencing methodology books. It should include rationales for pre-reading/listening activities and sub-skills, during activities and sub-skills, and post activities focusing on productive skills like writing and speaking. Trainees will be assessed on correctly using language skills terminology, relating task design to skills development, and selecting and referencing information from sources.

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    assign,emt

    Original Title

    Assignment 3

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    This document provides instructions for CELTA trainees to design a receptive/productive language skills lesson to teach. Trainees must find an appropriate text at the target level and use it for a 45-60 minute lesson with reading or listening activities. They must submit a full lesson plan and rationale. The rationale should demonstrate understanding of receptive skills procedures and activities by referencing methodology books. It should include rationales for pre-reading/listening activities and sub-skills, during activities and sub-skills, and post activities focusing on productive skills like writing and speaking. Trainees will be assessed on correctly using language skills terminology, relating task design to skills development, and selecting and referencing information from sources.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    219 views3 pages

    Language Skills Related Tasks

    Uploaded by

    معاذ الاشعري
    This document provides instructions for CELTA trainees to design a receptive/productive language skills lesson to teach. Trainees must find an appropriate text at the target level and use it for a 45-60 minute lesson with reading or listening activities. They must submit a full lesson plan and rationale. The rationale should demonstrate understanding of receptive skills procedures and activities by referencing methodology books. It should include rationales for pre-reading/listening activities and sub-skills, during activities and sub-skills, and post activities focusing on productive skills like writing and speaking. Trainees will be assessed on correctly using language skills terminology, relating task design to skills development, and selecting and referencing information from sources.

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    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    of 3

    CELTA - Written Assignment 3: Language Skills Related Tasks

    Designing a receptive/productive skills lesson which you will then teach


    In the second or third stage of the course you are required to plan and teach a reading
    or listening lesson. For this you must find a text yourself which is appropriate for the
    level of your class. This can be from a course book, from supplementary materials, or
    from authentic sources like the internet. You will need to decide how to use it with your
    group of Teaching Practice students to give them a receptive and productive skills lesson
    of 45 or 60 minutes in length. As for all final lessons, you must submit a full lesson plan
    and stage plan. As well as this, you must fill in the following assignment which should
    demonstrate to us that you have a clear understanding of receptive skills procedures and
    activities.
    NB:
    Remember, this is a SKILLS lesson you are NOT using the text to introduce a discrete item of
    language (such as grammar or a lexical set).
    Vocabulary: in order to help students understand the text, you may need to design an
    activity to help with certain words or phrases. The idea of this, though, is NOT to teach this
    vocabulary and later practise using it, but simply to aid the students receptive
    understanding of the text. Think about when and how to do this most effectively. Vocabulary
    is neither your main nor subsidiary aim.
    You may only edit a text you choose by CUTTING OUT SECTIONS. You must not rewrite,
    reword or simplify the text.
    If you choose a course book text, you cannot simply use the course book activities which
    come with the text. You need to design your own activities.
    Post-reading activities must include productive skills i.e. writing or speaking.
    Do some reading about receptive/productive skills activities in Harmer (The Practice of
    English Language Teaching; How to teach English), Scrivener (Learning Teaching) or another
    general ELT methodology book. Your assignment should show evidence of/make reference
    to this reading e.g. include a few quotes/ make reference to these books in some way.
    At the latest, you should hand the assignment in at the beginning of the actual lesson.
    You can hand it in before if you have finished it.

    (750-1000 words)
    ASSESSMENT CRITERIA:
    Successful candidates can show evidence of:
    Correctly using terminology that 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 that is
    clear, accurate and appropriate for the task

    CELTA - Written Assignment 3: Language Skills Related Tasks


    Rationale for choosing this text

    Rationale for pre-reading/listening activities and sub-skills

    CELTA - Written Assignment 3: Language Skills Related Tasks


    Rationale for during-reading/listening activities and sub-skills

    Rationale for post-reading/listening activities and skills

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