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Celta-assignment3by Madabushi Kr ishnan

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GayatriKrishnan Page1

CELTA-June2013

Assignment3:Skills-Related

Part1:Justificationofmaterialchoice

ForthisSkills-related assignment,my choiceofauthenticreadingmaterialis FewPlaces

withBetterStories. from AsianGeographicmagazine (no 78issue1/2011,pages30and

35).AsthismagazineiswidelyreadanditisalsoapopularTVchannel,thestudentswillbe

abletorelatetoiteasily.IdecidedtousethisarticleasIthinkitisappropriateforEnglish

LanguagelearnersattheIntermediatelevel.Thearticledealswithphotographywhichcanbe

ahobbyorpassionformanyadultlearnersandhencetheycanidentifywiththeauthor.Itis

alsobiographical,astheauthornarrateshisexperiences,thusthereadercanbondwiththe

narrator.Thistopichasa universalappealandisnotculturallybiased.The articlealsohas

contemporary relevance as the author blends photography with nature, as the world is

desperatetoconserveit. Onetestforusefulreadingmightbetocheckhow fartasksreflect

reallifeusesofthesametext.Ifatextisusedinclassinwaysthatarereasonablysimilarto

reallife,itislikelythatthetaskwillbeeffective(LearningTeaching,Thirdedition2011,

JimsScrivener,Macmillan)

But,mostofall,thisentirearticleisperfectforareadingactivity,asthetopicenablesgreat

discussions/productiveskillextensions.

Part2:Receptiveskilltaskdesign

LeadIn:

Ithinkagoodstartingpointforthislessonwouldbeplayingaclipofunderwaterlifefrom

NationalGeographicarchive.

http://www.youtube.com/watch?v=JSlFsbrUz2Q

Students are familiarwith underwater life and the clip will help to set the context and

situation. Students could first discuss with partners how they feel about the underwater

photography.Aftereliciting someopinionsandfeelings,ask someadditional, personalised

questionslike:

HaveyouseenunderwaterworldatSentosa?

Would youlikebeanunderwaterphotographer?

Would youliketogoonanunderwaterexpeditionwiththeNationalGeographicteam?

Teacherelicitsresponsestosetthecontextfurther.

Althoughthereareplentyofnewvocabularyitemsinthearticle,Ithinkstudentswouldnot

haveany significant difficultiesin graspingthe overallmeaningof thetext. I agreewith

JeremyHarmerwithreferencetopre-teaching: bygivingthemsomeorallthosewordswe

denythem(achancetopracticetacklingauthentictexts)(Harmer -203).Inmyperspective,

studentslearnnewwordswithreferencetocontextwhichwillenablethemtograsptheword

well.Inthisarticle,Iwouldpre-teachkeyvocabulary,suchas:

photo-journalist

Search People, Research Interests and Universities

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decade motivate tofallinlove

Iwouldconveythemeaningfortheabovewordswiththehelpofvisuals,andCCQs.Therest

ofthevocabularyissues(whichdoesnotimpedethesettasks)canbedealtwithmatching

wordswithmeaningorsynonymsatthepre-readingstage.

I woulduse this article topractise skim reading.Though the article islengthy, the first

paragraphthrowsenoughinsightabouttheauthor.Thisenablesagistreading.

Thegistreadingtask30seconds:AppendixB

Iwouldremindthestudentsthatgistreadingisaskillthatrequiresquickreadingandabilityto choose important information. Skimming=Reading quickly for gist of a passage. A

typicalskimmingtaskwouldbeageneralquestionfromtheteacher ... (LearningTeaching,

Thirdedition2011,JimsScrivener,Macmillan)

Feedback:1minute

A lesson without feedback is teaching thatproceeds forwardwithout reference to what

impact this is having on the learner... (Learning Teaching, Third edition 2011, Jims

Scrivener,Macmillan)

Forspecificreadingtaskorscanningskill,Iwoulduseasimplesetofquestions-5minutes

(readingandanswering):AppendixB.Youprobablywanttasksthatencouragestudentsto

searchforspecificsmallsectionsoftextwhichtheycanreadmorecarefullytofindarequired

pieceofinformation..Studentsdoingthiswillbereadingthematerialinasimilarwayto

howpeoplemightreadit ineveryday life. (LearningTeaching,Thirdedition2011, Jims

Scrivener,Macmillan)

Forboththescanandskimreadingactivities,studentwoulddoapaircheckoftheiranswers

beforetheteacherdoesfeedback.

Theteacherflashestheanswersforthegistreadingonthescreen(OHP)andforthescanning

task,individualstudentscouldvolunteertodiscusstheanswers.Atthisstagetheteachercan

feedbackonhowthestudentslocatedtheanswers(sequenceofinformationintheparagraphs,

leadwords,contextetc).

Acommonscanningactivityissearchingforinformation.Althoughscanningisinvolved

with finding individual points from the text.the way the reader finds the information

involves some degree of processing of the overall shape and structure of the text

(LearningTeaching,Thirdedition2011,JimsScrivener,Macmillan)

Part3:Productiveskilltaskdesign

Iwoulduseawritingtaskforproductiveskill.Asthestudentshavereadaboutunderwaterlife,Iwouldsetaguidedtasktowriteaboutthetopic:

Yourthoughtsandfeelingsofunderwaterworld

(Studentsareexpectedtowritefivesentences)

Photos and pictures of marine life will be pasted around the classroom. Eachpicture/photowillcarryadescription/keywords.

Studentswill doa gallerywalk,witha pen and a paper, tonotethe details anddescriptiontheywouldliketouse.

Theywillreturntotheirseatstowritefivesentencesaboutunderwaterlifeandtheirfeeling/sentiments.

Thistaskisfor15minutes Attheendofthetask,thewritingfromstudentswillbepastedonthewhiteboardandthestudentscanreadeachothersandvoteforthebest.

Writinginvolvesadifferentkindofmentalprocess.Thereismoretimetothink,toreflect,

toprepare,to rehearse, tomakemistakesand to find alternative andbettersolutions ...

(LearningTeaching,Thirdedition2011,JimsScrivener,Macmillan).

IwouldliketousewritingactivitybecauseTheneedforlongerformalwrittenworkseems


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,

activitiesareperhaps lessoftenfound thanthoseforotherskills ... (LearningTeaching,

Thirdedition2011,JimsScrivener,Macmillan).


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