CELTA Assignment: Southern Cross Teacher Training

S look forwardhern Cross T each(prenominal)er Training Cambridge University CELTA Skills Assignment anticipate Submission date Word count Signature to plunk for the identification is your own land These be the criteria by which this assignment is assessed.Before fill inmitting the assignment, double stop consonant to harbor sure you piddle special(prenominal) tot onlyyy addressed each airfield of assessment sufficiently. Criteria Trainer Comments Correctly wasting disease terminology that relates to language skills and sub-skills, e. g. make sure a chore you design and name as run over culture is indeed a skim version labor. Relate task design to language skills teaching, e. . make sure you provide a rationale for each task (e. g. why is the initial task a reading for gist? ). Find, select, and reference in fix upion learnt almost skills development from one or more sources. Use written language that is clear, accurate and appropri ate to the task. exculpate 1st submission Resubmission required Fail Skills Related TasksSection 1 plea of text edition The text that I befool chosen, a overcritical freshen up of Harry Potter and the Deathly Hallows Part 2, has the potential to be hugely engaging and I could create a really force out and enjoyable lesson based from it. The take on itself is very dramatic and universal to all audiences, and the text depicts this clearly. This allows learners to read the language on offer and use the telecasting trailer in the lead-in as place settingual certifyground.Using a moving-picture show follow data formatting, a format that the learners provide be familiar with, elbow room that there leave behinding be greater focalisation on the reading skills of the learners, as they maybe put off by an unknown format, much(prenominal) as a legal document or medical journal. In summation the format of a snap review is one that all learn ers would have seen before in a real-world context and therefore actualize the purpose and delivery of this text. As the film is recent and the whole serial publication of films and books are a worldwide phenomenon, learners may appreciate the relevance and sympathy of the primary plot and characters in the film.This maybe an advantage than teaching a previously unknown book or film as bare(a) affiliate time may be required to rationalize the synopsis and context to the learners. As a film review, the text is specifically designed to inform and entertain the general public about the film in question. This means learners will hopefully enjoy reading the text and will be interested to date out the opinion of a paid film critic, and perhaps compare that to their own opinions of the film.I will suit the learners to use their own opinions of films by asking them to economize a film review of their own. The learners tush use the given text as a film review model so that they know what sort of lexis, register and social organisation to use for their productive task. This task will allow for free practice, still with a modeled example and likewise practice on forming critical opinions. Section 2 A means of developing receptive skills and sub skills I will be trying to develop the learners reading skills.I will vary the activities so sometimes they maybe reading for certain facts, or reading in depth for a full and detailed instinct of the text. The first task I will give the learners will be a simple and straightforward gist-task where learners have to confirm their predictions they make in the lead in task. Learners will be reading for specific information so may not read the full text in detail. This figure of gist-reading or reading for basic understanding will hopefully repulse the learners engaged in the text and get them understanding the context of the text.Reading for pre-defined material is an new(prenominal) subskill that I could use this text to develop, as Harmer states in Practical English Language Teaching1 how vital extensive reading for the development of our students word recognition is. He thinks that students need to be involved in twain intensive and extensive reading and consequently the reason why the gist task I have chosen snapes on extensive reading and the detailed task does so on intensive reading.I would ask learners to read once more and set some basic comprehension questions, perhaps in a true/false format or multiple-choice format. They will then have the opportunity to confirm this by pair comparison and clear-cut order feedback, accompanied by delayed error feedback. Using both types of reading techniques helps to improve both types of reading skills, which is something that learners will need for practically using English foreign of the classroom. For a lead-in to this text I would initially show the class the trailer of the film.This will give a good engaging context to the lesson and all learners, irrespective of those who have seen the film, are on a the kindred level of pre-existing contextual association. This means a greater focus on reading skills and language can occur, rather learners being composite about the plot and characters. I could perhaps use the trailer to set up predictions form the learners about what happens in the film. I would then go on to elicit predictions about the success of the film and whether it was it would get a authoritative or negative review.Learners will then be thinking about their own opinions of the film and would find an authentic film review very useful to compare their own ideas. This would then lead straight into me handing out the text and asking learners to complete the gist task. This lead-in should aim to get learners thinking about Harry Potter and then subsequently on the topic of film reviews and critical opinions. As this document is a print in an international newspaper there are a some words that will ne ed clarification for intermediate learners.I plan on highlighting five previously unseen words that are essential for understanding of the text and not possible for their means to be deducted from the context. nevertheless after the gist task will I go to elicit the meanings from these words, perhaps using antonyms, connotations or example sentences, as most of the decomposable lexis in the text are adjectives. Using these type of methods to clarify meaning I will hopefully be able to enlarge the knowledge of the learners while giving the learners a higher level of detail in their comprehension.For example I would have to clarify the meaning of grim. In order to do this I explain it was the antonym of happy/cheery, it is commonly meant to describe desperate/bleak situations, and show an example sentence such as it was a grim situation when the engine stopped. If the learners were having gain ground problems with the lexis other than the five specific words, I would write some synonyms on the board. This will allow learners to be able to understand the entirety of the text as well as expand their vocabulary.The varied comprehension activities that focus on developing distinct types of reading skills are attached. The first task (Question 1) is the initial gist question, where the learners have to guess the probable title and supply of the text. This means the learners will have to read the content of the text readily to find out what the theme and approximate content of the text. In addition I asked the learners to write the title in the same style as the text is written, therefore meaning the learners have to scan read quickly for what sort of the language the author is using.This is backed up by the familiarity of the type of text and the content, which gives learners a deeper contextual background. Even if the learners are unsuccessful in guessing the title and its form the pair work comparisons and controlled open class feedback will allow learner s to be exposed to other learners ideas and language. Then I would move onto the detailed comprehension task. Once the learners have read the text once for the gist task they will have to go back and read it after reading the detailed questions (Question 2).The detailed comprehension questions results in learners having to read the text in depth. However the information in the questions are predefined information that directs the learner to the specific part of the text to read in detail. The learners should be able to complete this task individually but if there are any learners struggling I can pair them up with a stronger partner for the learner-to-learner feedback. After that is complete I will get the learners to mark their own answers by using the key.This is often one of the trounce way for learners to see their own errors and more importantly why the do the error that they did. After this I would bring the class together again in open class feedback and go through any of t he harder questions and explain why the learners made the errors they did. Section 3 Developing productive skills and sub-skills I am aiming to develop the paper skills, in particular the bill of exchange writing skills of the learners. The text I have chosen is a model of a film review, so I am going to ask the learners to write their own film review about a film they have seen recently.Therefore the learners know what type of language, register and lexis is needed to write a film review. The learners will need a good level of writing skills because, as Jim Scrivener in Learning Teaching2 backs up, many learners have a specific need to work on writing skills and writing involves a different kind of mental process, there is more time to think, to reflect, to prepare, to rehearse, to make mistakes and find alternative and better solutions. After finishing the reading task I would get the learners to write down five different opinions they had about their chosen film.This preparati on time would allow learners to formulate ideas and more importantly how to contain them, while also allowing them to collect their ideas together without being under imperativeness. From the step I would then set a time pressured situation where the learners have to come up with a draft version of their review. The benefit of this they will not focus on grammar and language but on the essential content. In addition the time pressure means the actual draft writing skills of the learners will improve, as under no time pressure the learners could write an accurate film review but not increase their skills.The next stage would be to give the learners an opportunity to self make better their work. In this step they would focus on grammar and language mistakes. If they can recognize their own errors without prompting then this is an improvement in their writing skills, as they would have to know the correct language to identify a mistake. This also makes them aware of the errors they are making themselves so in future they can get it right first time.Depending on the practicality of the classroom layout, I would every put the film reviews on the wall and have the learners read each others in a gallery type format or have another learner read their review. This means other learners have the opportunity to correct other learners work and the errors that were not spotted in the first self-correction will be made distinct to the learners. I would finally finish the class with some open class feedback and delayed error correction. Again this adds to the learners writing skills development, as it is obvious where the learners can improve