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Language Skills Related Tasks CELTA, 2/27/0913 Part 1 !

STI"ICATI#$ #" %ATERIAL C&#ICE

Kiss Kinga Iulia,

This newspaper article Do not pass go, Do not collect $ 151 is relevant as the story has an intriguing unfold that can be exploited during reading and follow-up tas s and because e!ploying the pictures "see wor seet# in the orientation stage will trigger interest as it significantly resorts to students$ pre-existent nowledge1 enabling the! not only to predict valuable context%content during orientation but also during the reading tas increasing the chance of a successful interaction& 'n addition, the !a(ority of pre-inter!ediate group has proven co!petency when doing reading tas s so the thorough exploitation of text via gist and detail tas s will i!prove their s ills as they co!e in contact with real language ) used by natives without *concessions+ and !ore i!portantly they learn to tease out !eanings ,, in spite of co!ing across words new words& -inally, exposure to a wider variety of texts is desirable both to raise awareness and to transfor! texts into pleasurable 5 reading in the class creating thus a springboard towards reading si!ilar texts outside the classroo!& The reading stage will also set the suitable fra!ewor for the final spea ing tas s& 1., words Part 2' (ist task 'n the orientation stage pictures ensure prediction and contextuali/ation 0 and the elicitation of words as note, and real "note#& 1ext, ' would show the boy$s picture and say2 This is 3ance and his story is real& 4ll these pictures refer to hi!& 5ould you li e to now what really happened6 'ndividually you have , !inutes to read through the text "chesting the wor sheet with best title# and decide which is the best title& '789":uic reading and we do not now all words# would be followed by ;5, <7-=& 9tudents have priorly activated their vocabulary in the orientation stage, so they are e:uipped for the text in ter!s of content and language as well and it should be a pleasurable reading >& -urther!ore, ' created a gisty tas "choosing the best title# respecting the top-down processing ? of text targeting to !a e students get the overall picture of the text which is a crucial s ill in real world and !ore so with authentic texts& @eading for general co!prehension also strengthens students$ awareness that not understanding all words does not
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Harmer, 191 Harmer, 205 Harmer, 205 Harmer, 207 Harmer, 200 Riddell, 101 Harmer, 200 Harmer, 201

i!pede one in solving the tas successfully& 4t this level these students need to be challenged and having created appropriate expectations. of what they will read will ensure their future engage!ent1A& )etail task ' would !ention that they will do a second reading of the text and then chest the wor sheet giving the instruction2 Bere is a su!-up to 3ance$s story but the text contains errors "de!o with instruction ont he 5= and then as '7892 7an ' underline !ore than one word6 Ces&#& During pairwor ' would !onitor to identify strong students who have the right answer& 'n <7-=, ' would as the! to refer to the text in order to support their answers and finally as follow-up :uestions"Bow would you feel, if you were 3ance6 'f you were 3ance$s parent, would you pay the !oney bac 6 5hy "not# 6 Did the ban !a e a !ista e by accepting the note6#";5#& 4s a botto!-up activity, ' chose the -underline the incorrect infor!ation- because this tas builds their s ill to interpret by being aware of clues 11 "individual words, synony!antony!# therefore engages students in a de!anding detail-processing due to which they beco!e better at wor ing out !eanings that gradually helps the! repiece the pu//le "text#& 7onse:uently, there is a tight interaction between the top-down and botto!-up processing of text as these uphold one another and obviously the s ill of reading for specific infor!ation is valuable in everyday situations& ' created the detail tas with ? *difficult but achievable 1) ite!s also focusing on developing their reasoning s ill and ability to identify ey points along the story& Dndoubtedly, the co!plexity of the tas for this target group will offer the! the opportunity to test the!selves and should they be anxious, pair-wor will clarify troubleso!e aspects while encouraging their collaboration& The two reading tas s are planned in a student-centred !anner& ,.> words Part 3 Pr*du+ti,e skill designThis stage is next after follow-up :uestions "!ost personalised# about the text in pairs and then in <7-=& ' would say2 Did you li e 3ance$ s story6 Did you find his story sad or happy6 <ur next tas is2 '!agine that you are 1+ years old and while loo ing through grand!a$s boo s you found a $ 1A,AAA note& 'n threes decide what you did with the !oney& ' would write on the 5= the beginning and !a e clear they need to start with2 ./en I 0as 1312ear1 *ld, I 3*und a 4 10,000 n*te 5et0een grand6a7s 5**ks and I de+ided''''''''''''''' "5 !inutes#& Then ' would give each student a nu!ber fro! 1-+ and as the! to group all the ones in one place, all the twos next to the! and so on& They have to tell their stories and decide which is the !ost exciting& ", !inutes#& The <7-= 9T4EF would last ) !inutes in order to hear their opinion and their final decision about the !ost exciting story and why&
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Harmer, 201 Harmer, 208 Harmer, 202 Scrivener, 149

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' believe that a spea ing tas would be !ore suitable as the reading will be lengthy and the spea ing tas will offer a better opportunity to practice the language as well as give the! !ore ti!e for preparation and interaction& ' thin that wor ing in threes would be better as students need to find the tas achievable "a few of the! are barely fluent so three of the! could provide a story and none would experience it as a de!otivating activity& 5hat is !ore, as the prevailing tense is past tense%continuous, ' thin that creating a tas that respects and !a es the! relate to the past is useful and the text itself can also be referred to for any help and finally the predictions that have been !ade earlier "orientation# and generated interest can now be personalised and worded& +A. words 8I8LI#(RAP&91& *The ;ractice of Fnglish 3anguage Teaching, by Gere!y Bar!er, "3ong!an, 1..1# )& *3earning Teaching, by Gi! 9crivener "Beine!ann, 1..,# +& *Teach Courself teaching Fnglish as a foreign language by David @iddell "Bodder Fducation, )AA1#

.#RKS&EET' (ist task7hoose the best title for the reading2 a# 3uc y 3ance-Be got rich& 3

b# ;oor 3ance-Be didn$t get rich& )etail taskDnderline the incorrect infor!ation2 3ance 4uc ett found a 100 yen note while loo ing through his school boo s in the itchen& Be decided not to show to his !u! and went to the ban to see if it was real& 4t the first ban they chec ed the note and got only $15 so he went to another ban where the a!ount went down& 3ance called his !u! for help and they decided to go to one !ore ban which gave hi! $ 151&)A& During the next few wee s he spent so!e of his !oney buying a soft drin , a birthday present, a tape and a DHD& -inally, 3ance was interviewed by a police officer and said that he planned to deceive the ban & 4nswers2 (ist taskC/**se t/e 5est title 3*r t/e readinga# 3uc y 3ance-Be got rich& 5: P**r Lan+e1&e didn7t get ri+/' C*rre+t )etail task!nderline t/e in+*rre+t in3*r6ati*n' T/e /ig/lig/ted 3*r6s are t/e ans0ers' 3ance 4uc ett found a 1AA yen note while loo ing through his school boo s in t/e kit+/en& Be decided n*t t* s/*0 to his !u! and went to the ban to see if it was real& 4t the first ban they +/e+ked the note and got only $15 so he went to another ban where the a!ount 0ent d*0n& 3ance called his !u! for help and t/e2 de+ided to go to one !ore ban which gave hi! $ 151&)A& During the next few wee s he spent so!e of his !oney buying a soft drin , a birthday present, a tape and a );)& -inally, 3ance was interviewed by a <*li+e *33i+e and said that he <lanned t* de+ei,e t/e 5ank&