Celta Assignment 2
Assignment 3 – Language Skills
Due Date: 29th March 2011
CELTA Trainee:
The purpose of this assignment is to firstly identify the receptive language skills and / or sub-skills that could be practised using authentic text, and secondly to identify productive language skills that could be practised in relation to that text. In addition, the assignment brief specified that tasks in relation to the text should be designed, with a rationale for their choice.
I have chosen an authentic text entitled ‘Traffic School’ for use in a Language Skills Lesson with an Entry 2 Intermediate class. I have chosen this text because the entire text focuses on a single topic, (i.e. speeding offences and how these are dealt with in most countries in Australia, Europe, USA and the novel approach to penalties in some States in the USA where driving is essential for everyday activities).
I chose this text over and above the other texts, because they were written in a multi-perspective style. I felt that the single approach of this text would be much easier for the students to understand, discuss and sufficiently expand, for the purpose of developing their receptive and productive language skills within the lesson. Simplicity, clarity and focus on a single theme therefore influenced my decision as these are the very qualities I would hope to develop as an ESOL teacher!
Furthermore, I felt that the text was:
• Not written specifically for language teaching (“In a reading lesson we use texts that have been written to inform, to entertain, and so on: not to teach language.” – C. Nuttall) and neither did it evoke feelings of that specific purpose as did the other texts.
• A good example of embedding numeracy in an ESOL lesson (i.e. speeding limits, fine amounts, costs of Traffic School courses etc.) and so numbers, calculations, exchange rates etc. could easily be embedded and brought into the discussion as part of the language lesson.
In keeping with the CELTA course training on
Due Date: 29th March 2011
CELTA Trainee:
The purpose of this assignment is to firstly identify the receptive language skills and / or sub-skills that could be practised using authentic text, and secondly to identify productive language skills that could be practised in relation to that text. In addition, the assignment brief specified that tasks in relation to the text should be designed, with a rationale for their choice.
I have chosen an authentic text entitled ‘Traffic School’ for use in a Language Skills Lesson with an Entry 2 Intermediate class. I have chosen this text because the entire text focuses on a single topic, (i.e. speeding offences and how these are dealt with in most countries in Australia, Europe, USA and the novel approach to penalties in some States in the USA where driving is essential for everyday activities).
I chose this text over and above the other texts, because they were written in a multi-perspective style. I felt that the single approach of this text would be much easier for the students to understand, discuss and sufficiently expand, for the purpose of developing their receptive and productive language skills within the lesson. Simplicity, clarity and focus on a single theme therefore influenced my decision as these are the very qualities I would hope to develop as an ESOL teacher!
Furthermore, I felt that the text was:
• Not written specifically for language teaching (“In a reading lesson we use texts that have been written to inform, to entertain, and so on: not to teach language.” – C. Nuttall) and neither did it evoke feelings of that specific purpose as did the other texts.
• A good example of embedding numeracy in an ESOL lesson (i.e. speeding limits, fine amounts, costs of Traffic School courses etc.) and so numbers, calculations, exchange rates etc. could easily be embedded and brought into the discussion as part of the language lesson.
In keeping with the CELTA course training on