Celta assignment 3 Essay

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The receptive skill chosen for this assignment is reading, and the authentic material used for the purpose of developing this skill is an article entitled, Greenwich is packed full of London’s most popular attractions [1], which will be related to the productive skill of writing. The learners reside in London and come from EIJ countries (mostly Italy), and motives for learning the English language vary. The age factor of the students may suggest different needs and cognitive skills, however all the students are competent to a pre- intermediate level of the English language.

The authentic text chosen is an article from the Metro newspaper online website, (metro. co. uk). The text is about attractions in Greenwich and I believe that this text will interest learners because it gives information on how to explore London in new ways they may have not been aware of, as well as further demographic exposure of their surroundings. This text will also provide students the opportunity to get together and practise their English as most of the text has proper names of places, which will help students identify the capitalization of Proper Nouns for a writing task for example.

Receptive Skills The aims of this lesson are: – Detailed reading – or intensive reading, as Jim Scrivener (Learning Teaching, p. 264) states, ‘reading texts closely and carefully with the intention of gaining understanding of as much detail as possible. ‘ 1 – Gist reading – skimming the written text ‘to get a general idea of what it is about’ 2, as Jeremy Harmer states (How to Teach English, p. 101). Task Summary Setting the context: The topic for the lesson is London attractions in Greenwich.

As a lead in, to get the students interested in the material, I would ask them to look at the title of the text, Greenwich is packed full of London’s most popular attractions’, and in groups write down what these popular attractions may be. The resulting group discussions would have the students forming ideas on attractions in London, which correlates to the Although there are plenty of new vocabulary items in the article, I think students would not have any significant difficulties in grasping the overall meaning of the text.

Detailed reading task For the detailed reading task, the students would read through the article and give short true or false answers to comprehension about the attractions there are to xplore in the Greenwich area of London. This task focuses on the sub-skill of reading for detail, as the students will need to find the attractions listed in the article and why the statements are true or false. Rationale: The purpose of this activity is to inform students of the attractions London has to offer within Greenwich. To encourage the reading I would give the students an ample amount of time for this activity.

Students would peer-check and receive class feedback. The language and phrases derived from this activity may be useful for a following writing activity. Gist reading task This task will require the students to gist read the title of the article and describe what they think the article is about. Rationale: This task focuses on the reading sub- skill of skimming for gist. The reason for this activity is to ensure that the students understand the general topic of the text and this may also generate more interest to read the text further.

To complete this task effectively, students would need to skim the title to get a general understanding of the article. The students would have 3 minutes for this activity and discuss in pairs or groups. An enforced time limit nsures that Just conclude a general summary of what the article may be about. Productive Skills Writing task 1: The students will write a short/brief description of popular attractions in their own country or town, using the article as an example. Rationale: The writing task should allow students to be able to write about something that they can relate to, modeling texts similar to the article read.

Writing task 2: Students will write a short informal e-mail to a friend, giving information about an attraction they have visited in London. Learners will inform their friends of a place here they ate and drank and places they shopped and an attraction such as architecture for example. Rationale: This task is a real-life scenario of communicating, and provides a good opportunity for students to practice and develop their skills.

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