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Assignment 3 (750-1000 words) LST - Language Skills-related Tasks Number of words:
The trainee:
987
( ) passed
Trainee: Submitted on: 06/01/2019
( ) failed
(
) needs to resubmit it by: ____/____/____
Cambridge ESOL specifies that for this assignment, successful candidates can demonstrate their learning by:
Assessment Criteria
Tutor’s Comments
1) Providing relevant information about the group of students.
2) Finding and selecting an appropriate text to the specified class and providing a rationale.
3) Designing appropriate tasks for the development of receptive skills and relating them to development of such skills.
4) Designing appropriate tasks for productive skills.
5) Evidence of background reading and correct use of terminology (skills and sub-skills). 6) Using written language that is clear and accurate to this assignment.
Final Comments:
Statement of Authorship (to be signed by the trainee) I declare that this assignment represents my own work. I have not copied from the work of other students and I have not allowed or enabled others to copy from my work. I confirm that this work has not been submitted elsewhere in any other form for the fulfilment of any other degree or qualification. I also confirm I have not allowed or enabled others to copy from my work.
Trainee:
CELTA ONLINE
Tutor 1:
Tutor 2:
Assignment 3 – Language Skills-related Tasks
Section 1: the group of learners and the text chosen
All Brazilians, native speakers of Portuguese, aged from 17 to 21, A2+ (CEFR) Name
Occupation
Likes/interests
F
Engineering student
Geek universe, books, science fiction, 80’s culture, fantasy fiction in general.
H
High school student
Japanese culture, mangas, animes,
A
High school student
Science, fantasy fiction, adventure travelling.
Learning preferences Activities in which she can use her imagination to set up a story. Deals well with kinesthetic and logical activities too. Intra-personal intelligence. Very imaginative. Enjoys visual activities as well. Prefers to work in pairs or individually. Logical activities and discussions – either in a group or in pairs. He is creative, so he likes activities in which he can use his imagination.
Needs Reading for detailed information.
Gist and detailed reading – when the information is not directly quoted. Poor fluency in reading. Reading for detailed information.
The text on appendix 1 was chosen for a group I had last semester which I know enjoyed Harry Potter. In terms of vocabulary, the text seems challenging enough without impeding comprehension, as long as the teacher prompts students with concept questions. The length of the text is good enough for that group, since they are used to having texts which are usually longer and yet, this one cannot be considered too short either. Although it talks about a fictional character, the text is a biography, so students would have the opportunity of both dealing with a genre that is important to their lives as well as with a topic that they are fond of.
Lead-in As Harmer says, one of the principles for reading is that students need to be engaged with what they are reading (Harmer, 2010: 101), and one way of doing that is by a lead-in activity. In addition, it gives students a glimpse of what they are going to read about, which is the starting point for the process of reading (Harmer, 2010 :101-102). For a lead-in activity, I would show students a picture of the character Minerva Mcgonagall (appendix 2) and ask them what they know about her. After around at least 3 minutes of CELTA ONLINE
Assignment 3 – Language Skills-related Tasks
conversation, I would tell them to, in pairs, come up with 3 simple questions to ask to her, as if they were going to interview her. Since they like Harry Potter universe, showing them a picture of one of the characters would make them engaged with the topic at the same time that the “interview” questions would make them curious about it. Once the students are done, I would write their questions on the board. Initial reading Task In order to have sequencing in the lesson plan, the initial reading task for general understanding would have to do with the lead-in activity. Students would read the text and see if any of the questions they came up with were answered in the text. This way, students would be reading quickly for general understanding and to check specific information. This activity would be especially important to Henrique, who has difficulties in reading for gist. It is important to give an easy initial task, so students get confidence in reading as the difficulty rises (Scrivener, 2005: 177). Once they are done, they would talk to the person sitting next to them to check their answers before correcting the activity.
Second reading task
I decided to have two activities instead of one for this group, so the difficulty would rise more gradually in order to fit the needs of the students. Student Henrique, for example needs to be set up a strong basis in order to be able to go from reading for gist to detailed information. Students Fabiane and Arthur, on the other hand, are good at reading for gist, but have a hard time when it comes to reading for detail. The first reading for detail activity aims at helping students with their needs and preparing them for the second detailed reading activity, which is more demanding because it demands actual text comprehension. In pairs, students would have to put in the correct order a few events from Minerva’s life (Appendix 3) after reading the text for the second time. Because the text is divided into two parts – a short biography and the first heartbreak – not all events are necessarily in the order they appear in the text. For example, after her education, she returned home one last time for summer vacations, but this is only mentioned in the second part of the text. This sort of overlapping information makes the activity more challenging and therefore more interesting for students. After putting the events in order, students would be given comprehension questions (appendix 4), so the text could be more explored - as Harmer says, one of the principles for reading is exploring texts to the full (Harmer, 2010:10). Besides, answering questions presents advantages to what concerns text comprehension if they are formulated by rephrasing the information from the text instead of just quoting it in an interrogative structure. According to Ur, such questions “demand real comprehension, and encourage an interactive, personal ‘engaging’ with the text.” (Ur, 1992: 144). These questions were designed in order to meet the needs of Fabiane and Arthur, who have difficulties when it comes to inferring information from the text.
Productive skills follow-up activity Follow-up activities are an essential part of a lesson plan because it is when they can practice their productive skills. Because it is supposed to activate the students’ knowledge, it should be designed in a way that students can communicate as freely as they can (Harmer, 2010:53). This group of students is particularly creative, and they find great joy in role-play activities, so for a CELTA ONLINE
Assignment 3 – Language Skills-related Tasks
follow-up activity, each pair of students would be given the name of one of Hogwarts’ professors and they would have to role-play an interview in which one of them would be the professor and the other a reporter.
References Harmer, J. (2010) How to Teach English, Pearson Education Limited. Scrivener, J. (2005) Learning Teaching, Macmillan Education. Ur, P. (1992) A Course in Language Teaching, Cambridge University Press.
CELTA ONLINE
Assignment 3 – Language Skills-related Tasks
Appendix 1 Professor Minerva McGonagall (4 October, (1935) was a half-blood witch, the only daughter of Muggle Robert McGonagall and witch Isobel Ross. She had two younger brothers, Malcolm and Robert Jr. Minerva was a registered Animagus who attended Hogwarts School of Witchcraft and Wizardry from 1947-1954 and was Sorted into Gryffindor House (but it took the sorting hat 5 ½ minutes to decide if she was Gryffindor or Ravenclaw, therefore making her a Hatstall). After her education, Minerva worked for two years at the Ministry of Magic and later returned to Hogwarts, where she became Head of Gryffindor House, Transfiguration professor and concurrently, at differing times, Deputy Headmistress and Headmistress of Hogwarts. McGonagall was also a member of the Order of the Phoenix. In 1995, she opposed Dolores Umbridge, the High Inquisitor of Hogwarts. She also protected the students from Alecto and Amycus Carrow from 1997 until 1998, and as part of this resistance movement, fought in several battles of both wars, including the Battle of the Astronomy Tower and the Battle of Hogwarts (where she led the resistance against Lord Voldemort). She was also the one who confronted Severus Snape right before the Battle of Hogwarts, resulting in him fleeing away from the school. She survived the Second Wizarding War and continued her job as Headmistress, a title she still holds as of Albus Potter's time at Hogwarts. Early heartbreak (1954-1956) After graduating from Hogwarts, Minerva was offered a position at the Department of Magical Law Enforcement of the British Ministry of Magic. She returned to her family's manse to spend one last summer with her family before moving to London. During these months Minerva, aged eighteen, met Dougal McGregor, a local Muggle, who was the handsome, clever, and funny son of a local farmer. Minerva fell head-over-heels in love with McGregor. The two got to know each other, and eventually McGregor proposed to Minerva on a ploughed field and she accepted his offer. That night, she was unable to tell her parents of her engagement. Thinking about her future, Minerva realised that wedding a Muggle who did not know that she was a witch would mean Minerva would follow her mother's footsteps and live unhappily with her wand locked away, shredding all of her ambitions. Early next morning, Minerva went to tell McGregor she had changed her mind, and could not marry him, aware that if she broke the International Statute of Secrecy and told him why, she would lose the job at the Ministry for which she was giving him up. She could give him no good reason for her change of heart. She left McGregor devastated and left for London three days later. Source: http://harrypotter.wikia.com/wiki/Minerva_McGonagall
CELTA ONLINE
Assignment 3 – Language Skills-related Tasks
Appendix 2
CELTA ONLINE
Assignment 3 – Language Skills-related Tasks
Appendix 3
In order: Minerva was born. She joined Hogwarts as a student. She graduated from Hogwarts. She returned home to spend summer with her family. She fell in love. She started working on the ministry of Magic. She started working as a professor at Hogwarts. Minerva became the headmistress of Hogwarts.
CELTA ONLINE
Assignment 3 – Language Skills-related Tasks
Appendix 4
1. Did Minerva get married to Dougal McGregor? What made her take such decision? Answer: No, she did not, because if she did, she would lose her job and give up the world of witches and wizards. 2. What was her first job after graduating from Hogwarts? Answer: No. She worked at the Department of Magical Law Enforcement of the British Ministry of Magic first. 3. The text mentions Snape and it says that he had to escape Hogwarts. Why did he do so? Answer: Because Minerva confronted him before the battle of Hogwarts. 4. What was the consequence for Minerva’s mother for getting married to a muggle? Answer: Her wand was locked away and she could no longer be a witch.
CELTA ONLINE
Assignment 3 – Language Skills-related Tasks
The trainee:
987
( ) passed
Trainee: Submitted on: 06/01/2019
( ) failed
(
) needs to resubmit it by: ____/____/____
Cambridge ESOL specifies that for this assignment, successful candidates can demonstrate their learning by:
Assessment Criteria
Tutor’s Comments
1) Providing relevant information about the group of students.
2) Finding and selecting an appropriate text to the specified class and providing a rationale.
3) Designing appropriate tasks for the development of receptive skills and relating them to development of such skills.
4) Designing appropriate tasks for productive skills.
5) Evidence of background reading and correct use of terminology (skills and sub-skills). 6) Using written language that is clear and accurate to this assignment.
Final Comments:
Statement of Authorship (to be signed by the trainee) I declare that this assignment represents my own work. I have not copied from the work of other students and I have not allowed or enabled others to copy from my work. I confirm that this work has not been submitted elsewhere in any other form for the fulfilment of any other degree or qualification. I also confirm I have not allowed or enabled others to copy from my work.
Trainee:
CELTA ONLINE
Tutor 1:
Tutor 2:
Assignment 3 – Language Skills-related Tasks
Section 1: the group of learners and the text chosen
All Brazilians, native speakers of Portuguese, aged from 17 to 21, A2+ (CEFR) Name
Occupation
Likes/interests
F
Engineering student
Geek universe, books, science fiction, 80’s culture, fantasy fiction in general.
H
High school student
Japanese culture, mangas, animes,
A
High school student
Science, fantasy fiction, adventure travelling.
Learning preferences Activities in which she can use her imagination to set up a story. Deals well with kinesthetic and logical activities too. Intra-personal intelligence. Very imaginative. Enjoys visual activities as well. Prefers to work in pairs or individually. Logical activities and discussions – either in a group or in pairs. He is creative, so he likes activities in which he can use his imagination.
Needs Reading for detailed information.
Gist and detailed reading – when the information is not directly quoted. Poor fluency in reading. Reading for detailed information.
The text on appendix 1 was chosen for a group I had last semester which I know enjoyed Harry Potter. In terms of vocabulary, the text seems challenging enough without impeding comprehension, as long as the teacher prompts students with concept questions. The length of the text is good enough for that group, since they are used to having texts which are usually longer and yet, this one cannot be considered too short either. Although it talks about a fictional character, the text is a biography, so students would have the opportunity of both dealing with a genre that is important to their lives as well as with a topic that they are fond of.
Lead-in As Harmer says, one of the principles for reading is that students need to be engaged with what they are reading (Harmer, 2010: 101), and one way of doing that is by a lead-in activity. In addition, it gives students a glimpse of what they are going to read about, which is the starting point for the process of reading (Harmer, 2010 :101-102). For a lead-in activity, I would show students a picture of the character Minerva Mcgonagall (appendix 2) and ask them what they know about her. After around at least 3 minutes of CELTA ONLINE
Assignment 3 – Language Skills-related Tasks
conversation, I would tell them to, in pairs, come up with 3 simple questions to ask to her, as if they were going to interview her. Since they like Harry Potter universe, showing them a picture of one of the characters would make them engaged with the topic at the same time that the “interview” questions would make them curious about it. Once the students are done, I would write their questions on the board. Initial reading Task In order to have sequencing in the lesson plan, the initial reading task for general understanding would have to do with the lead-in activity. Students would read the text and see if any of the questions they came up with were answered in the text. This way, students would be reading quickly for general understanding and to check specific information. This activity would be especially important to Henrique, who has difficulties in reading for gist. It is important to give an easy initial task, so students get confidence in reading as the difficulty rises (Scrivener, 2005: 177). Once they are done, they would talk to the person sitting next to them to check their answers before correcting the activity.
Second reading task
I decided to have two activities instead of one for this group, so the difficulty would rise more gradually in order to fit the needs of the students. Student Henrique, for example needs to be set up a strong basis in order to be able to go from reading for gist to detailed information. Students Fabiane and Arthur, on the other hand, are good at reading for gist, but have a hard time when it comes to reading for detail. The first reading for detail activity aims at helping students with their needs and preparing them for the second detailed reading activity, which is more demanding because it demands actual text comprehension. In pairs, students would have to put in the correct order a few events from Minerva’s life (Appendix 3) after reading the text for the second time. Because the text is divided into two parts – a short biography and the first heartbreak – not all events are necessarily in the order they appear in the text. For example, after her education, she returned home one last time for summer vacations, but this is only mentioned in the second part of the text. This sort of overlapping information makes the activity more challenging and therefore more interesting for students. After putting the events in order, students would be given comprehension questions (appendix 4), so the text could be more explored - as Harmer says, one of the principles for reading is exploring texts to the full (Harmer, 2010:10). Besides, answering questions presents advantages to what concerns text comprehension if they are formulated by rephrasing the information from the text instead of just quoting it in an interrogative structure. According to Ur, such questions “demand real comprehension, and encourage an interactive, personal ‘engaging’ with the text.” (Ur, 1992: 144). These questions were designed in order to meet the needs of Fabiane and Arthur, who have difficulties when it comes to inferring information from the text.
Productive skills follow-up activity Follow-up activities are an essential part of a lesson plan because it is when they can practice their productive skills. Because it is supposed to activate the students’ knowledge, it should be designed in a way that students can communicate as freely as they can (Harmer, 2010:53). This group of students is particularly creative, and they find great joy in role-play activities, so for a CELTA ONLINE
Assignment 3 – Language Skills-related Tasks
follow-up activity, each pair of students would be given the name of one of Hogwarts’ professors and they would have to role-play an interview in which one of them would be the professor and the other a reporter.
References Harmer, J. (2010) How to Teach English, Pearson Education Limited. Scrivener, J. (2005) Learning Teaching, Macmillan Education. Ur, P. (1992) A Course in Language Teaching, Cambridge University Press.
CELTA ONLINE
Assignment 3 – Language Skills-related Tasks
Appendix 1 Professor Minerva McGonagall (4 October, (1935) was a half-blood witch, the only daughter of Muggle Robert McGonagall and witch Isobel Ross. She had two younger brothers, Malcolm and Robert Jr. Minerva was a registered Animagus who attended Hogwarts School of Witchcraft and Wizardry from 1947-1954 and was Sorted into Gryffindor House (but it took the sorting hat 5 ½ minutes to decide if she was Gryffindor or Ravenclaw, therefore making her a Hatstall). After her education, Minerva worked for two years at the Ministry of Magic and later returned to Hogwarts, where she became Head of Gryffindor House, Transfiguration professor and concurrently, at differing times, Deputy Headmistress and Headmistress of Hogwarts. McGonagall was also a member of the Order of the Phoenix. In 1995, she opposed Dolores Umbridge, the High Inquisitor of Hogwarts. She also protected the students from Alecto and Amycus Carrow from 1997 until 1998, and as part of this resistance movement, fought in several battles of both wars, including the Battle of the Astronomy Tower and the Battle of Hogwarts (where she led the resistance against Lord Voldemort). She was also the one who confronted Severus Snape right before the Battle of Hogwarts, resulting in him fleeing away from the school. She survived the Second Wizarding War and continued her job as Headmistress, a title she still holds as of Albus Potter's time at Hogwarts. Early heartbreak (1954-1956) After graduating from Hogwarts, Minerva was offered a position at the Department of Magical Law Enforcement of the British Ministry of Magic. She returned to her family's manse to spend one last summer with her family before moving to London. During these months Minerva, aged eighteen, met Dougal McGregor, a local Muggle, who was the handsome, clever, and funny son of a local farmer. Minerva fell head-over-heels in love with McGregor. The two got to know each other, and eventually McGregor proposed to Minerva on a ploughed field and she accepted his offer. That night, she was unable to tell her parents of her engagement. Thinking about her future, Minerva realised that wedding a Muggle who did not know that she was a witch would mean Minerva would follow her mother's footsteps and live unhappily with her wand locked away, shredding all of her ambitions. Early next morning, Minerva went to tell McGregor she had changed her mind, and could not marry him, aware that if she broke the International Statute of Secrecy and told him why, she would lose the job at the Ministry for which she was giving him up. She could give him no good reason for her change of heart. She left McGregor devastated and left for London three days later. Source: http://harrypotter.wikia.com/wiki/Minerva_McGonagall
CELTA ONLINE
Assignment 3 – Language Skills-related Tasks
Appendix 2
CELTA ONLINE
Assignment 3 – Language Skills-related Tasks
Appendix 3
In order: Minerva was born. She joined Hogwarts as a student. She graduated from Hogwarts. She returned home to spend summer with her family. She fell in love. She started working on the ministry of Magic. She started working as a professor at Hogwarts. Minerva became the headmistress of Hogwarts.
CELTA ONLINE
Assignment 3 – Language Skills-related Tasks
Appendix 4
1. Did Minerva get married to Dougal McGregor? What made her take such decision? Answer: No, she did not, because if she did, she would lose her job and give up the world of witches and wizards. 2. What was her first job after graduating from Hogwarts? Answer: No. She worked at the Department of Magical Law Enforcement of the British Ministry of Magic first. 3. The text mentions Snape and it says that he had to escape Hogwarts. Why did he do so? Answer: Because Minerva confronted him before the battle of Hogwarts. 4. What was the consequence for Minerva’s mother for getting married to a muggle? Answer: Her wand was locked away and she could no longer be a witch.
CELTA ONLINE
Assignment 3 – Language Skills-related Tasks
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