Celta Celta
Pre-Course Task Pre-Course Task
Section 1: Learners and Teachers, and the Teaching and Learning Context.
Section 1: Learners and Teachers, and the Teaching and Learning Context.
A.A. Teaching and learning contextsTeaching and learning contexts Task 1
Task 1 1.
1. In what context will you be doing In what context will you be doing the CELTA course?the CELTA course?
Lessons in groupsLessons in groups
Multilingual groups (perhaps a majority of students from a single languageMultilingual groups (perhaps a majority of students from a single language background or a diverse mix of language backgrounds)
background or a diverse mix of language backgrounds)
Open groupsOpen groups
Full-timeFull-time
Similar ability groupsSimilar ability groups
Mixed genderMixed gender
Groups of 12-14 studentsGroups of 12-14 students
Day classesDay classes 2.
2. Do you know what Do you know what context you will be teaching in after you finish context you will be teaching in after you finish the course?the course?
One to one lessons/Group lessonsOne to one lessons/Group lessons
Monolingual groupsMonolingual groups
Closed groupsClosed groups
Part-time coursesPart-time courses
Mixed ability groupsMixed ability groups
Mixed gender groupsMixed gender groups
Average sized classesAverage sized classes
Day/Evening classesDay/Evening classes
B.
B. The learners’ cultural, linguistic and educational backgroundsThe learners’ cultural, linguistic and educational backgrounds
Adult Learners Adult Learners Task 2
Task 2 1.
1. Think about why you decided to teach Think about why you decided to teach adults.adults.
Adults are engaged in the learning process. They are motivated to learn and often have Adults are engaged in the learning process. They are motivated to learn and often have specific goals; entering third level education, a desire to move abroad, ambition to be specific goals; entering third level education, a desire to move abroad, ambition to be promoted at work or personal reasons. As many adults are clear on why they want to learn promoted at work or personal reasons. As many adults are clear on why they want to learn English, they are very focused which makes
English, they are very focused which makes them more interactive in the classroom, betterthem more interactive in the classroom, better prepared for lessons and they work harder
prepared for lessons and they work harder at improving their standard of English. In at improving their standard of English. In mymy experience, they are more challenging to teach but also more rewarding.
On a personal level, I find it easier to relate to adults; therefore it is easier to create lessons On a personal level, I find it easier to relate to adults; therefore it is easier to create lessons that both they and I find stimulating, entertaining and educational. These in turn creates a that both they and I find stimulating, entertaining and educational. These in turn creates a more social and friendly
more social and friendly feel to the lessons.feel to the lessons.
I want to teach adults as I want to have a more challenging teaching experience. I want I want to teach adults as I want to have a more challenging teaching experience. I want toto interact with students and help them ac
interact with students and help them achieve their goals.hieve their goals.
I want to create an interesting and stimulating learning experience for my students. I want to create an interesting and stimulating learning experience for my students.
2.
2. Think about what you, as an Think about what you, as an adult, bring to this learning situation.adult, bring to this learning situation.
I am passionate about being the best teacher that I can be. I am inquisitive and like to know I am passionate about being the best teacher that I can be. I am inquisitive and like to know the answers to questions. I am also intelligent and know the basics of teaching English as a the answers to questions. I am also intelligent and know the basics of teaching English as a second language; I am also able to simplify quite complex ideas and impart this information second language; I am also able to simplify quite complex ideas and impart this information clearly. I also like to have fun, and am enthusiastic and friendly. I find it easy to relate to clearly. I also like to have fun, and am enthusiastic and friendly. I find it easy to relate to others and can easily put myself
others and can easily put myself in other peoples’ situations.in other peoples’ situations. I have lived in numerousI have lived in numerous countries and learnt the basics of their languages. I know how daunting, exciting and countries and learnt the basics of their languages. I know how daunting, exciting and frustrating it can be to learn a language.
frustrating it can be to learn a language.
3.
3. Look at your answers to questions 1 and 2 and use these ideas to help you to write downLook at your answers to questions 1 and 2 and use these ideas to help you to write down what characterises adult learners.
what characterises adult learners. Adult learners are characterised by: Adult learners are characterised by:
A specific desire to learnA specific desire to learn – –motivated by many meansmotivated by many means
Have typically had past learning experiencesHave typically had past learning experiences – –both good and badboth good and bad
Have expectations as to what they Have expectations as to what they can achievecan achieve – –realistic and unrealistic.realistic and unrealistic.
Many are focused and determined to learnMany are focused and determined to learn
Have their own definite personalities, beliefs and historiesHave their own definite personalities, beliefs and histories
Come from many countries and culturesCome from many countries and cultures – –may influence class relations andmay influence class relations and teacher/student relationship
teacher/student relationship
Have already achieved many successes on their ownHave already achieved many successes on their own Find out about learners
Find out about learners
Task 3 Task 3
1.
1. What would you want to find out about a group of learners that you had to teach soWhat would you want to find out about a group of learners that you had to teach so that you could plan your lessons?
that you could plan your lessons?
Level of classLevel of class
Usual format of class-spoken, written, or listeningUsual format of class-spoken, written, or listening
Mixed or similar abilitiesMixed or similar abilities
Whether it is a monolingual or a multilingual groupWhether it is a monolingual or a multilingual group
Whether it is a closed or open groupWhether it is a closed or open group
Mixed or single gender classMixed or single gender class
Number of learners in the classNumber of learners in the class
Learners desire outcome from classesLearners desire outcome from classes – –work relatedwork related
Motivations or goalsMotivations or goals
What they have previously covered in classesWhat they have previously covered in classes
2.
2. How would you find out?How would you find out?
I would try to get their student records from
I would try to get their student records from the school, and also their teacthe school, and also their teacher’s classher’s class records. If this is a new class, I would look over their placement evaluations and see records. If this is a new class, I would look over their placement evaluations and see what strengths and weaknesses characterise these students. An introductory session, what strengths and weaknesses characterise these students. An introductory session, with a questions and answers format, would also help in facilitating better lesson with a questions and answers format, would also help in facilitating better lesson planning. Alternatively, short individual interviews could be
planning. Alternatively, short individual interviews could be made during the first fewmade during the first few lessons. A quick questionnaire could be filled in by the students to find out personal lessons. A quick questionnaire could be filled in by the students to find out personal preferences and motivations.
preferences and motivations.
C.
C. MotivationMotivation
Motivation for learning English Motivation for learning English Task 4:
Task 4:
If you were teaching a group of learners, each of whom had different motivations for learning If you were teaching a group of learners, each of whom had different motivations for learning English, which learners would be the most challenging in terms
English, which learners would be the most challenging in terms of motivation?of motivation?
I think that learners that have no clear ideas about why they want to learn English would be the I think that learners that have no clear ideas about why they want to learn English would be the most challenging to motivate. They would
most challenging to motivate. They would be less focused than other students, who have verybe less focused than other students, who have very specific goals in mind.
specific goals in mind.
From personal experience, students are also unmotivated if
From personal experience, students are also unmotivated if they don’t see a point inthey don’t see a point in learning Englishlearning English or a component of English. I taught conversational English to high-school students in South Korea, or a component of English. I taught conversational English to high-school students in South Korea, who were studying for their Universities’ entrance exams. The exams
who were studying for their Universities’ entrance exams. The exams didn’t have a speakingdidn’t have a speaking component so on average, 2
component so on average, 2 out of 15 students showed up. out of 15 students showed up. The lessons had no relevance to tThe lessons had no relevance to theirheir goals.
goals. D.
D. The Qualities and skills of a good The Qualities and skills of a good language teacherlanguage teacher Task 5:
Task 5:
Look at the list of qualities and skills that a teacher might have. Which do you think learners most Look at the list of qualities and skills that a teacher might have. Which do you think learners most often rate in the top five?
often rate in the top five? From the list, I would choose: From the list, I would choose:
1.
1. Knows about language and learningKnows about language and learning 2.
2. Is enthusiastic and inspires enthusiasmIs enthusiastic and inspires enthusiasm 3.
3. Builds rapportBuilds rapport 4.
4. Has a sense of humourHas a sense of humour 5.
Section 2: Language Analysis and Awareness.
Section 2: Language Analysis and Awareness.
A.A. GrammarGrammar Task 6:
Task 6:
Make a list of associations you have with the word
Make a list of associations you have with the word ‘grammar’.‘grammar’.
Rules of a languageRules of a language
Fundamentals of learning a languageFundamentals of learning a language
Necessary for clarity, understanding and communicationNecessary for clarity, understanding and communication
Numerous exceptionsNumerous exceptions
PedanticPedantic
Idiosyncratic to a languageIdiosyncratic to a language
Dull and not exciting to learnDull and not exciting to learn
Initially confusing and perplexingInitially confusing and perplexing Task 7:
Task 7: 1.
1. Correct.Correct. 2.
2. Incorrect. I went to the movies last night.Incorrect. I went to the movies last night. 3.
3. Incorrect. He often comes late.Incorrect. He often comes late. 4.
4. Correct.Correct. 5.
5. Incorrect. Can I have a black coffee, please?Incorrect. Can I have a black coffee, please? 6.
6. Incorrect. People with 12 items or fewer can queue here.Incorrect. People with 12 items or fewer can queue here. Task 8:
Task 8:
Provide a list of reasons why
Provide a list of reasons why English language teachers need to know about English language teachers need to know about grammar. In doing so,grammar. In doing so, try to give some thought to the learners’ perspective.
try to give some thought to the learners’ perspective.
English language teachers need to know about grammar so that they can teach it. We need to have a English language teachers need to know about grammar so that they can teach it. We need to have a clear understanding of something before we can simplify it, clarify it or explain it. In order to best clear understanding of something before we can simplify it, clarify it or explain it. In order to best teach a point to a student, we need to be able to firstly know exactly what they are asking
teach a point to a student, we need to be able to firstly know exactly what they are asking – –whatwhat they are confusing or an explanation of why their initial statement was incorrect. This requires they are confusing or an explanation of why their initial statement was incorrect. This requires explicit knowledge of English grammar.
explicit knowledge of English grammar. In order to
In order to be able to effectively and correctly answer questions, English language be able to effectively and correctly answer questions, English language teachers need toteachers need to know grammar and know how to explain it. Also it means that English language teachers are less know grammar and know how to explain it. Also it means that English language teachers are less likely to be blindsided by a question that they are unable to answer. Students expect a teacher to likely to be blindsided by a question that they are unable to answer. Students expect a teacher to understand and know what they are teaching. They are paying for a service and expect to receive a understand and know what they are teaching. They are paying for a service and expect to receive a high quality of teaching. They cannot be expected to wait for every explanation to every grammar high quality of teaching. They cannot be expected to wait for every explanation to every grammar question that they ask.
question that they ask. Word Class
Word Class Task 9: Task 9: 1.
1. You: pronounYou: pronoun 2.
3.
3. But: co-ordinating conjunctionBut: co-ordinating conjunction 4.
4. Quite: adverb (of degree)Quite: adverb (of degree) 5.
5. Abstract: adjectiveAbstract: adjective 6.
6. Could: modal auxiliary verbCould: modal auxiliary verb 7.
7. Those: demonstrative determinerThose: demonstrative determiner 8.
8. For: prepositionFor: preposition 9.
9. Mean: verbMean: verb 10.
10. Plunger: nounPlunger: noun Types of Verbs Types of Verbs Task 10: Task 10: 1. 1. LexicalLexical 2. 2. LexicalLexical 3. 3. AuxiliaryAuxiliary 4. 4. AuxiliaryAuxiliary 5. 5. AuxiliaryAuxiliary 6. 6. LexicalLexical Task 11: Task 11: 1. 1. LexicalLexical 2. 2. AuxiliaryAuxiliary 3. 3. AuxiliaryAuxiliary 4. 4. LexicalLexical 5. 5. LexicalLexical 6. 6. LexicalLexical 7. 7. AuxiliaryAuxiliary 8. 8. LexicalLexical Task 12: Task 12: 1. 1. CC 2. 2. EE 3. 3. BB 4. 4. AA 5. 5. DD Task 13: Task 13: 1.
1. Worked: Past tense formWorked:Past tense form 2.
2. Seeing:Seeing: – –ing forming form 3.
3. Lives:Lives: 33rdrdpersonperson – –present simple tensepresent simple tense 4.
4. Try:Try: Base formBase form 5.
Task 14: Task 14: Base
Base Form Form Past Past Form Form Past Past participle participle Regular/IrregularRegular/Irregular
Hear
Hear Heard Heard Heard Heard IrregularIrregular
Do
Do Did Did Done Done IrregularIrregular
Help
Help Helped Helped Helped Helped RegularRegular
Think
Think Thought Thought Thought Thought IrregularIrregular
Take
Take Took Took Taken Taken IrregularIrregular
Steal
Steal Stole Stole Stolen Stolen IrregularIrregular
Go
Go Went Went Gone/Been Gone/Been IrregularIrregular
Drink
Drink Drank Drank Drunk Drunk IrregularIrregular
Arrive
Arrive Arrived Arrived Arrived Arrived RegularRegular
Verb Phrases Verb Phrases Task 15: Task 15:
1.
1. Was hoping:Was hoping: Past, ProgressivePast, Progressive 2.
2. Might have got: Modal, PerfectMight have got:Modal, Perfect 3.
3. Have tried:Have tried: Present, PerfectPresent, Perfect 4.
4. Were being questioned:Were being questioned: Past, Progressive, PassivePast, Progressive, Passive 5.
5. Saw:Saw: Past, SimplePast, Simple 6.
6. You will be lying:You will be lying: Modal, ProgressiveModal, Progressive Task 16:
Task 16: 1.
1. Am having:Am having: Present, ProgressivePresent, Progressive 2.
2. Stopped:Stopped: Past, SimplePast, Simple 3.
3. Lives:Lives: Present, SimplePresent, Simple 4.
4. Had been: Past, PerfectHad been:Past, Perfect 5.
5. Are made: Present, PassiveAre made:Present, Passive 6.
6. Will have been:Will have been: Future, PerfectFuture, Perfect 7.
7. (i)Happened; (ii) was (i)Happened; (ii) was driving:driving: (i) Past, simple; (ii) past, progressive.(i) Past, simple; (ii) past, progressive. 8.
8. Have been feeling: Present, Perfect, ProgressiveHave been feeling:Present, Perfect, Progressive Task 17:
Task 17: 1.
1. Was shining:Was shining: Action took place in theAction took place in the pastpast, over a period of time., over a period of time. 2.
2. ‘ll have finished:‘ll have finished: DistantDistant futurefuture, Action that is now being discussed will be completed at a, Action that is now being discussed will be completed at a specified time period in the future.
specified time period in the future. 3.
3. ‘s been working:‘s been working: Action has taken place/commenced in theAction has taken place/commenced in the pastpast and is continuing into theand is continuing into the present
present.. 4.
4. Was wondering:Was wondering: PresentPresent, polite form, Action taking place in present but grounded in the, polite form, Action taking place in present but grounded in the past.
past. 5.
5. Own:Own: The action isThe action is presentpresent but started at unspecified time in thebut started at unspecified time in the pastpast and is expected toand is expected to remain as so into a specified place in the
Present progressive. Present progressive. Task 18:
Task 18:
What auxiliary verb is used to create
What auxiliary verb is used to create the present progressive?the present progressive? Verb: to be
Verb: to be – –am/is/are.am/is/are. What is the form
What is the form of the lexical verb of the of the lexical verb of the present progressive?present progressive? ‘‘--ing’ form of a verb. E.g.: being.ing’ form of a verb. E.g.: being.
Task 19: Task 19: ‘m meeting:
‘m meeting: Future, a plan has been made Future, a plan has been made in the immediate future.in the immediate future. ‘s always running late:
‘s always running late: Present, habitual behaviour of an individual, Present, habitual behaviour of an individual, so assumed for past presentso assumed for past present and future.
and future. ‘m walking:
‘m walking: Past, story-telling-is more dramatic in the present tense.Past, story-telling-is more dramatic in the present tense. Task 20.
Task 20. 1.
1. Present progressive refers to something that is Present progressive refers to something that is happening at this moment in time.happening at this moment in time. ‘Having’‘Having’ cannot be used as it has a more continuous meaning rather than a static meaning. He either cannot be used as it has a more continuous meaning rather than a static meaning. He either has a brother and a sister or he hasn’t.
has a brother and a sister or he hasn’t. 2.
2. ‘Liking’ is similar in that you either like something or not. You do not continue‘Liking’ is similar in that you either like something or not. You do not continue to liketo like something in the present progressive form.
something in the present progressive form. 3.
3. ‘Thinking’ implies that you are still considering or debating your opinions on a new job. It‘Thinking’ implies that you are still considering or debating your opinions on a new job. It cannot be used in the
cannot be used in the present progressive tense as the person asking this question shouldpresent progressive tense as the person asking this question should assume that you have already made up your mind as to how you like the job.
assume that you have already made up your mind as to how you like the job. 4.
4. It is an unnecessarily usage of the present progressive form. There is no implied action in aIt is an unnecessarily usage of the present progressive form. There is no implied action in a statement. The sauce either lacks salt or
statement. The sauce either lacks salt or it doesn’t.it doesn’t.
B.
B. VocabularyVocabulary
Words and dictionaries Words and dictionaries
Task 21: Information in a
Task 21: Information in a dictionarydictionary
Correct spellingCorrect spelling
SynonymsSynonyms
IPA pronunciation/ phonemic transcript IPA pronunciation/ phonemic transcript (online dictionaries often have a recording(online dictionaries often have a recording that you can listen to)
that you can listen to)
Alternative words/thesaurusAlternative words/thesaurus
Correct usage in phrases and sentences/ Idioms (formal/informal)Correct usage in phrases and sentences/ Idioms (formal/informal)
Occurrence as a verb phraseOccurrence as a verb phrase
Origin (Middle English, Old French)Origin (Middle English, Old French)
Related forms (adjective, verb)Related forms (adjective, verb)
Related wordsRelated words
Links to medical, biblical, or slang dictionaries (online)Links to medical, biblical, or slang dictionaries (online) Task 22
Task 22 1.
1. Highest:Highest: is not used to measure height in people. Correct word would be tallest. Highestis not used to measure height in people. Correct word would be tallest. Highest would be used for mountains, walls, o
would be used for mountains, walls, o r trees.r trees. 2.
2. Enervated: describes a state that is without force or vigour. It is incorrect to apply to aEnervated:describes a state that is without force or vigour. It is incorrect to apply to a person’s state of being awake, as it
person’s state of being awake, as it is too formal and highfalutin. Correct word would beis too formal and highfalutin. Correct word would be tired.
tired. 3.
3. Pretentious: has a negative connotation of oPretentious:has a negative connotation of over-reaching or using impenetrable language.ver-reaching or using impenetrable language. The overall sentence is praising so the word
The overall sentence is praising so the word ‘pretentious’ would be incorrect. A more co‘pretentious’ would be incorrect. A more co rrectrrect word to use could be intelligent. (Note: clever)
word to use could be intelligent. (Note: clever) 4.
4. Slap: Slap is a forceful verb and is not something that would be delivered lovingly. AnSlap:Slap is a forceful verb and is not something that would be delivered lovingly. An alternative verb could be ‘
alternative verb could be ‘patpat’ as it implies the same type/style of gesture but in a more’ as it implies the same type/style of gesture but in a more loving capacity. (Note: touch)
loving capacity. (Note: touch) 5.
5. Footing: Walking would be a better word choice. Footing does not have a meaning in thisFooting:Walking would be a better word choice. Footing does not have a meaning in this instance and renders the sentence nonsensical. (Note: Jogging
instance and renders the sentence nonsensical. (Note: Jogging -Often words incorrect-Often words incorrect translated directly from another language are
translated directly from another language are the root problem of such utterances. Thethe root problem of such utterances. The French for jogging is literally translated as footing).
French for jogging is literally translated as footing).
Task 23: Task 23: 1.
1. Not only was he nice, but he was also strikingly handsome.Not only was he nice, but he was also strikingly handsome. (adverb-adjective)(adverb-adjective) 2.
2. After he got up, he made his bed and did some homework.After he got up, he made his bed and did some homework. (verb-noun, verb-noun)(verb-noun, verb-noun) 3.
3. It was absolutely fabulous!It was absolutely fabulous! (adverb-adjective)(adverb-adjective) 4.
4. They both really depend on each other.They both really depend on each other. (verb preposition)(verb preposition) 5.
5. Their farewell at the airport was Their farewell at the airport was highly emotional.highly emotional. (adverb-adjective)(adverb-adjective) 6.
6. She was caught in a She was caught in a vicious circle.vicious circle. (adjective-noun)(adjective-noun)
C. C. PhonologyPhonology Overview Overview Task 24: Task 24: 1.
1. Stress:Stress: B. Giving emphasis to one syllableB. Giving emphasis to one syllable 2.
2. Phoneme:Phoneme: C. An individual soundC. An individual sound 3.
Task 25: Task 25:
1. An individual sound is mispronounced.
1. An individual sound is mispronounced. B. The listener might understand ‘bin’ when theB. The listener might understand ‘bin’ when the speaker wanted to say ‘pin’.
speaker wanted to say ‘pin’.
2. A request is made with flat intonation.
2. A request is made with flat intonation. C. The speaker can sound arrogant C. The speaker can sound arrogant andand demanding.
demanding.
3. The wrong syllable is stresses in
3. The wrong syllable is stresses in a word.a word. A. The word is incomprehensible.A. The word is incomprehensible. Task 26:
Task 26: 1.
1. There/ theirThere/ their 2. 2. SouthSouth 3. 3. LanguagesLanguages 4. 4. PeacefulPeaceful 5. 5. YoungYoung 6. 6. CallCall 7. 7. SearchSearch 8. 8. EquationEquation 9. 9. SugarSugar
Task 27: Where does the word stress fall on the following words? Task 27: Where does the word stress fall on the following words?
1. 1. GuaranteeGuarantee 2. 2. CavalryCavalry 3. 3. MechanisationMechanisation 4. 4. LanguageLanguage 5. 5. RetreatRetreat 6. 6. SpeculativeSpeculative 7. 7. SuccessSuccess 8. 8. BalanceBalance 9. 9. IdentityIdentity 10. 10. ArticulateArticulate Task 28: Task 28: 1.
1. Photograph Photograph Photography Photography Photographer Photographer PhotographicPhotographic
Non-native speakers often experience problems with these words as they have the Non-native speakers often experience problems with these words as they have the same stem but shifting word stress.
same stem but shifting word stress. 2.
2. To To record/a record/a record record to to increase/an increase/an increase increase To To present/a present/a presentpresent To import /an import
To import /an import Stress on last syllable for
Stress on last syllable for two syllable verbs. Stress on first two syllable verbs. Stress on first syllable for two syllablesyllable for two syllable nouns.
nouns. Task 28:
Task 28: Mother
Mother Forget Forget Announce Announce Tonight Tonight Notable Notable MentionMention Patrol Indicative
Section 3 Language Skills: Reading, Listening, Speaking and Writing
Section 3 Language Skills: Reading, Listening, Speaking and Writing
A.A. ReadingReading
Ways of reading Ways of reading
Task 30: Think of all the texts that you have read so far today and comment on the ways in Task 30: Think of all the texts that you have read so far today and comment on the ways in which you read these texts.
which you read these texts.
Firstly, I read the cereal packet. I read each side including ingredients and nutritional Firstly, I read the cereal packet. I read each side including ingredients and nutritional
information. I read the packet most days out of habit, not to obtain any information or learn information. I read the packet most days out of habit, not to obtain any information or learn anything but I read passively to pass the time while I eat.
anything but I read passively to pass the time while I eat. (Passive reading)(Passive reading) Today, I have read the newspaper; scanning
Today, I have read the newspaper; scanning the headlines to find articles the headlines to find articles that may interestthat may interest me and reading intently the lead paragraph. If the article was something that I found
me and reading intently the lead paragraph. If the article was something that I found interesting or useful, then I read th
interesting or useful, then I read the full article. Often if I found the article wasn’t interestinge full article. Often if I found the article wasn’t interesting to me then I would quickly skim through the rest of the article to get the ‘gist’ of it. If I
to me then I would quickly skim through the rest of the article to get the ‘gist’ of it. If I thought the article would interest my
thought the article would interest my family, I would read the headline and family, I would read the headline and first fewfirst few paragraphs out loud to them.
paragraphs out loud to them.(Skimming)(Skimming)
I also read many road signs. I quickly scanned the signs for the place that I wanted, noted the I also read many road signs. I quickly scanned the signs for the place that I wanted, noted the direction and distance and ignored the additional information that was of no use to me. I direction and distance and ignored the additional information that was of no use to me. I only paid attention to the particular information that I needed to proceed.
only paid attention to the particular information that I needed to proceed. (Scanning)(Scanning) I also read to relax, but I do so in a more intensive fashion. If it is a well-written and I also read to relax, but I do so in a more intensive fashion. If it is a well-written and entertaining book, then I savour each word. Often I will re-read paragraphs as I want to entertaining book, then I savour each word. Often I will re-read paragraphs as I want to understand each symbol or hidden meaning in
understand each symbol or hidden meaning in a passage.a passage.(Engaged reading)(Engaged reading)
Today, I am also reading my pre-course task. I am doing so in an intensive fashion. I want to Today, I am also reading my pre-course task. I am doing so in an intensive fashion. I want to proceed carefully and ensure that I
proceed carefully and ensure that I don’t make any unnecessary mistakes; so I am don’t make any unnecessary mistakes; so I am reading,reading, re-reading and referring back to the original text as I answer questions. I am also re-reading and referring back to the original text as I answer questions. I am also cross-checking and referencing my finished tasks with
checking and referencing my finished tasks with the answer key.the answer key. (Intensive)(Intensive)
Task 31: Task 31:
1.
1. An academic article that we need to read for an essay that we are writing.An academic article that we need to read for an essay that we are writing. Initially weInitially we would skim through the text, hi
would skim through the text, highlighting any relevant information. Then we would readghlighting any relevant information. Then we would read intensively the relevant information for important information and also
intensively the relevant information for important information and also read to inferread to infer what it is that the author is purporting.
what it is that the author is purporting. (Skim, Intensive, Read to infer)(Skim, Intensive, Read to infer) 2.
2. A telephone directory.A telephone directory. We would quickly scan through the pages to get to the relevantWe would quickly scan through the pages to get to the relevant initial, then we would scan the alphabetical listing for the name and number that we initial, then we would scan the alphabetical listing for the name and number that we need. Finally we would intensively read the
need. Finally we would intensively read the required name and number so to ensurerequired name and number so to ensure that we have the correct details.
that we have the correct details. (Scan, detailed reading)(Scan, detailed reading) 3.
3. The editorial of a newspaper in a topic we care about a lotThe editorial of a newspaper in a topic we care about a lot. We would read this. We would read this intensively and also read to infer
intensively and also read to infer what the author’s implicit message in the what the author’s implicit message in the text is.text is. (Intensive, read to infer)
(Intensive, read to infer) 4.
4. An advertisement for a job that we might be suitable.An advertisement for a job that we might be suitable. We would scan through this textWe would scan through this text to see if the job
to see if the job requirements are suitable. If on first reading they seem suitable, a requirements are suitable. If on first reading they seem suitable, a moremore detailed and intensive reading would be
Task 32: What problems are there
Task 32: What problems are there with this way of reading?with this way of reading?
Time-consuming: it takes a long time to Time-consuming: it takes a long time to read and understand each and every word.read and understand each and every word.
Lacks comprehension: reading a long Lacks comprehension: reading a long passage in a highly detailed way passage in a highly detailed way cause peoplecause people to focus on the meaning of
to focus on the meaning of individual words rather than the individual words rather than the meaning of a passage.meaning of a passage.
Artificial: It takes the joy out of reading. People no longer read for entertainment orArtificial: It takes the joy out of reading. People no longer read for entertainment or to gather information but to deduce the meaning of each word.
to gather information but to deduce the meaning of each word. B. B. ListeningListening Ways of Listening Ways of Listening Task 33: Task 33:
The texts may be spoken with varying The texts may be spoken with varying accents, intonations and speeds. Non-nativeaccents, intonations and speeds. Non-native speakers may not be familiar with a particular accent.
speakers may not be familiar with a particular accent.
Non-native speakers are more familiar with texts from studying. They Non-native speakers are more familiar with texts from studying. They are used toare used to have a visual to focus on. A listening task may not utilise the comprehension tools have a visual to focus on. A listening task may not utilise the comprehension tools that they have previously employed for written tasks (a
that they have previously employed for written tasks (a visual written text, pictures,visual written text, pictures, diagrams).
diagrams).
Non-native speakers can re-read a text but Non-native speakers can re-read a text but may not have the opportunity to may not have the opportunity to listen tolisten to a text repeatedly.
a text repeatedly.
They can control the speed at which they read, but not at which they need to listen.They can control the speed at which they read, but not at which they need to listen. The spoken text may be too quick for them to grasp and comprehend.
The spoken text may be too quick for them to grasp and comprehend.
They may misinterpret a word and not have the opportunity to recheck it, whichThey may misinterpret a word and not have the opportunity to recheck it, which leaves them with a mistaken or i
leaves them with a mistaken or incomplete opinion of the listening text.ncomplete opinion of the listening text.
Task 34: Think of three situations in which you listened today. Make a note of who you Task 34: Think of three situations in which you listened today. Make a note of who you were listening to, your motivations for listening and describe how you listened.
were listening to, your motivations for listening and describe how you listened. I had a face-to
I had a face-to – –face conversation with my sister-in-law in the face conversation with my sister-in-law in the morning. It was early morningmorning. It was early morning so I was only half-listening and relied on picking up the gist of the conversation to converse. so I was only half-listening and relied on picking up the gist of the conversation to converse. Body-language and expression make up a large
Body-language and expression make up a large part of this type of part of this type of listening.listening. (Skim/ gist(Skim/ gist listening).
listening).
I also spoke on the telephone with my mother who wanted an errand run. I was listening for I also spoke on the telephone with my mother who wanted an errand run. I was listening for detailed instructions on where I was to go and what I was to collect. For the rest of the detailed instructions on where I was to go and what I was to collect. For the rest of the conversation, I was able to skim listen and reply to what was asked.
conversation, I was able to skim listen and reply to what was asked. (Intensive listening and(Intensive listening and skim listening)
skim listening)
I listened to the radio as I drove. I scanned through the radio stations until I found Ray Darcy. I listened to the radio as I drove. I scanned through the radio stations until I found Ray Darcy. I listened to get the gist of the conversations and to infer their meaning from different
I listened to get the gist of the conversations and to infer their meaning from different conversations, as it was quite fast
conversations, as it was quite fast paced and colloquial.paced and colloquial. (Scan listening, gist listening and(Scan listening, gist listening and listening to infer meaning)
Task 35: Task 35: 1.
1. A lecture for a A lecture for a course you are taking at university.course you are taking at university. This type of situation would requireThis type of situation would require intensive listening and also you
intensive listening and also you would be required to infer meaning at would be required to infer meaning at certain points.certain points. (Intensive listening, Listening to infer
(Intensive listening, Listening to infer meaning)meaning) 2.
2. A sales pitch for a computer that doesn’t really interest you. However, you are at workA sales pitch for a computer that doesn’t really interest you. However, you are at work and you can’t just walk out.
and you can’t just walk out. Skim/gist listening would be used in this situation. ASkim/gist listening would be used in this situation. A minimum amount of listening would be
minimum amount of listening would be employed, only key words and the gist employed, only key words and the gist of theof the conversation would be picked up on to appear polite.
conversation would be picked up on to appear polite. (Skim/Gist Listening)(Skim/Gist Listening) 3.
3. Announcement at a train station when you are waiting to hear the time of the nextAnnouncement at a train station when you are waiting to hear the time of the next train to your destination.
train to your destination. A listener would scan the A listener would scan the announcements for the name of announcements for the name of their destination and then listen intensively for
their destination and then listen intensively for the departure information.the departure information. (Scan,(Scan, Intensive)
Intensive) 4.
4. Instructions from your boss for a new task that is critical for your job.Instructions from your boss for a new task that is critical for your job. As theAs the information is critical, the
information is critical, the listener would undoubtedly listen intensively throughout thelistener would undoubtedly listen intensively throughout the entire listening task.
entire listening task. (Intensive)(Intensive) 5.
5. An interview with someone who is fAn interview with someone who is famous and whose political opinion you would likeamous and whose political opinion you would like to find out about.
to find out about. The listener would listen intensively to the politician to find out moreThe listener would listen intensively to the politician to find out more about their opinions and also listen to infer meaning.
about their opinions and also listen to infer meaning. (Intensive, Listening to infer(Intensive, Listening to infer meaning)
meaning) 6.
6. A radio programme on a topic A radio programme on a topic that is mildly interesting to you.that is mildly interesting to you. A listener would skimA listener would skim listen to get the gist of the programme.
listen to get the gist of the programme. (Skim/Gist listen)(Skim/Gist listen)
C.
C. SpeakingSpeaking
Ways of speaking Ways of speaking
Task 36: Think about this disparity between 2 years’ study of a language and a lack of Task 36: Think about this disparity between 2 years’ study of a language and a lack of ability to speak. Why do you think
ability to speak. Why do you think this happens?this happens?
Non-native speakers have not had the opportunity to uNon-native speakers have not had the opportunity to u tilise the language.tilise the language.
Their studies have focused on being grTheir studies have focused on being gr ammatically accurate rather than fluent.ammatically accurate rather than fluent.
They have not engaged with the laThey have not engaged with the la nguage as a living entity, nguage as a living entity, instead they haveinstead they have dissected it and can only
dissected it and can only form sentences in previously studied context.form sentences in previously studied context.
They lack confidence in their pronunciation and/or their ability to hold aThey lack confidence in their pronunciation and/or their ability to hold a
conversation. Sometimes non-native speakers are embarrassed to make mistakes so conversation. Sometimes non-native speakers are embarrassed to make mistakes so they don’t speak unless completely certain of what they
they don’t speak unless completely certain of what they are saying.are saying. Task 37:
Task 37: 1.
1. Could I please have a ...?Could I please have a ...? Unsuccessful attempt as the listener is unsure of what theUnsuccessful attempt as the listener is unsure of what the speaker wants.
speaker wants. 2.
2. You come my house tonight?You come my house tonight? Successful in conveying a message, although the Successful in conveying a message, although the sentencesentence is grammatically incorrect.
is grammatically incorrect. 3.
3. Yesterday good time.Yesterday good time. Next time we see, no?Next time we see, no? Successful in conveying a message,Successful in conveying a message, although the sentence is grammatically incorrect.
4.
4. A.A. How long have you been in NHow long have you been in New Zealand?ew Zealand? B. I stay here 5 weeks.
B. I stay here 5 weeks. Unsuccessful, as the person asking the question does not Unsuccessful, as the person asking the question does not get aget a satisfactory reply to their question. Person
satisfactory reply to their question. Person B may have misinterpreted the questionB may have misinterpreted the question and/or confused their verb tenses. Person A
and/or confused their verb tenses. Person A would be left confused as to would be left confused as to whetherwhether Person B has been here 5 weeks, or is planning to stay 5 weeks.
Person B has been here 5 weeks, or is planning to stay 5 weeks.
Task 38: Task 38: 1. 1. TransactionalTransactional 2. 2. TransactionalTransactional 3. 3. InteractionalInteractional 4. 4. InteractionalInteractional 5. 5. TransactionalTransactional 6. 6. InteractionalInteractional
Task 39: Make a list of reasons why you think speaking fluency practice could help learners’ Task 39: Make a list of reasons why you think speaking fluency practice could help learners’ language development.
language development.
Reaffirms the language that they have learnt in class by using it.Reaffirms the language that they have learnt in class by using it.
Help them to modify/change and adapt Help them to modify/change and adapt different vocabulary and sentence structures todifferent vocabulary and sentence structures to different themes in a lively and spontaneous way.
different themes in a lively and spontaneous way.
Enables them to practise the language Enables them to practise the language constructs that they have, and to work constructs that they have, and to work around thearound the problems areas that they have through describing events, situations
problems areas that they have through describing events, situations and objects.and objects.
Encourages discourse, which develops learners’ confidence in speaking a Encourages discourse, which develops learners’ confidence in speaking a language.language.
Creates a more lively and challenging Creates a more lively and challenging classroom experience.classroom experience.
Develops their speaking skills.Develops their speaking skills. D.
D. WritingWriting
Differences between written and spoken English Differences between written and spoken English
Task 40: Task 40: 1. 1. SS 2. 2. WW 3. 3. SS 4. 4. SS 5. 5. WW 6. 6. SS 7. 7. SS 8. 8. WW 9. 9. WW 10. 10. WW 11. 11. WW 12. 12. SS
Task 41: Task 41: 1.
1. She through the ball hard so it hurt when I court She through the ball hard so it hurt when I court it.it. She threw the ball hard so it hurt when I caught it. She threw the ball hard so it hurt when I caught it.
Through and threw are homophones; they have the Through and threw are homophones; they have the same pronunciation butsame pronunciation but different spelling and meanings.
different spelling and meanings.
Court and caught have similar Court and caught have similar pronunciation (although not homophones), theypronunciation (although not homophones), they are sufficiently similar for a learner
are sufficiently similar for a learner to confuse them as homophones and misuseto confuse them as homophones and misuse them.
them. 2.
2. My brther livs in Swedn.My brther livs in Swedn. My brother lives in Sweden. My brother lives in Sweden.
The learner is possibly spelling phonetically (which might be possible in their firstThe learner is possibly spelling phonetically (which might be possible in their first language). They appear to be
language). They appear to be omitting the schwa sound, which is omitting the schwa sound, which is the unstressedthe unstressed –
–uh sound in words.uh sound in words.
They may also have a learning difficulty such as dyslexia, which would requireThey may also have a learning difficulty such as dyslexia, which would require professional evaluation.
professional evaluation.
The learner may also frequently utilise SMS The learner may also frequently utilise SMS language or ‘textese’, commonlanguage or ‘textese’, common among native speakers, where words are shortened by omitting
among native speakers, where words are shortened by omitting vowels or othervowels or other adaptations; and the learner has learnt these spelling through repetition and it is adaptations; and the learner has learnt these spelling through repetition and it is not utilising them in a classroom setting.
not utilising them in a classroom setting. 3.
3. However, hard I try it never works.However, hard I try it never works. However hard I try it never works. However hard I try it never works.
The learner has learnt one rule for the use of The learner has learnt one rule for the use of ‘however’‘however’ and has taken thisand has taken this model and incorrectly applied it to another situation. The learner may not be model and incorrectly applied it to another situation. The learner may not be sure of punctuation.
sure of punctuation. 4.
4. first of all he first of all he invited me to sit down after invited me to sit down after that he offered me a coffee I was that he offered me a coffee I was veryvery surprised by his politeness
surprised by his politeness
First of all, he invited me to sit down. After that, he offered me a coffee. I was very First of all, he invited me to sit down. After that, he offered me a coffee. I was very surprised by his politeness.
surprised by his politeness.
The learner lacks knowledge of written punctuation The learner lacks knowledge of written punctuation (Capitalisation of first(Capitalisation of first letters, full-stops, commas, etc). Perhaps, the leaner is
letters, full-stops, commas, etc). Perhaps, the leaner is writing as they wouldwriting as they would speak; or the learner is reverting to the punctuation norms of their first speak; or the learner is reverting to the punctuation norms of their first language.
language.
Also each sentence is quite short so the leaner may be attempting to connectAlso each sentence is quite short so the leaner may be attempting to connect them into a single,
them into a single, longer sentence.longer sentence. Task 42:
Task 42: 1.
1. Look at the samples of learners’ writing below and identify the difficulties encountered byLook at the samples of learners’ writing below and identify the difficulties encountered by these learners and other learners whose first language do not have a Roman script.
these learners and other learners whose first language do not have a Roman script.
Writing from left to rightWriting from left to right
Writing from top to bottomWriting from top to bottom
Writing on the lineWriting on the line
Punctuation use: start of each line with a capital rather than the start of a sentence,Punctuation use: start of each line with a capital rather than the start of a sentence, use of commas, lack of capitalisation or full-stops, incorrect usage of capitalisation use of commas, lack of capitalisation or full-stops, incorrect usage of capitalisation and commas
Homophones: misuse of words that have the same Homophones: misuse of words that have the same pronunciation but differentpronunciation but different spellings and meanings
spellings and meanings
May not be able to write in first language, so holding a pen and making correct scriptMay not be able to write in first language, so holding a pen and making correct script symbols with consistent shapes and sizes may prove
symbols with consistent shapes and sizes may prove difficultdifficult
Uses literary techniques employed in orthography such as Uses literary techniques employed in orthography such as paragraphs, and planningparagraphs, and planning and formatting their texts
and formatting their texts
Section 4: Planning and Resources
Section 4: Planning and Resources
A.A. Planning and preparationPlanning and preparation The lesson plan
The lesson plan
Task 43: Task 43: a.
a. 3. Personal aim3. Personal aim b.
b. 6. Interaction pattern6. Interaction pattern c.
c. 1. Lesson aims/learning outcomes1. Lesson aims/learning outcomes d.
d. 5. Procedure5. Procedure e.
e. 2. Anticipated problems and solutions2. Anticipated problems and solutions f.
f. 7. Stage aim7. Stage aim
B.
B. ResourcesResources
Task 44: Task 44: 1.
1. F. Developing student’s language and skills in a structured way and allowing them toF. Developing student’s language and skills in a structured way and allowing them to review at home
review at home 2.
2. G. Developing studentsG. Developing students’ listening skills with specially prepared or real material’ listening skills with specially prepared or real material 3.
3. B. Developing students’ ability to read real textsB. Developing students’ ability to read real texts 4.
4. E. Finding information on a particular topic area and developing reading skillsE. Finding information on a particular topic area and developing reading skills 5.
5. I. Showing pre-prepared work on a large screen for clarityI. Showing pre-prepared work on a large screen for clarity 6.
6. H. Writing down new words for students to focus on, making the form, meaning orH. Writing down new words for students to focus on, making the form, meaning or pronunciation features of a language clear
pronunciation features of a language clear 7.
7. D. Developing students’ ability to listen to authentic speechD. Developing students’ ability to listen to authentic speech 8.
8. C. Giving students work which can be tailored to their individual needsC. Giving students work which can be tailored to their individual needs 9.
9. A. Encouraging students to expand their vocabularies and to find out about new wordsA. Encouraging students to expand their vocabularies and to find out about new words on their own
on their own
Section 5: Developing Teaching Skills and Professionalism
Section 5: Developing Teaching Skills and Professionalism
A.A. Developing Teaching SkillsDeveloping Teaching Skills Teacher language
Teacher language
Task 45: Task 45: 1.
1. Jot that down.Jot that down. Colloquial language that learners may be Colloquial language that learners may be unfamiliar with. Learners mayunfamiliar with. Learners may be more familiar with ‘Write this’.
2.
2. I wonder if you’d mind just I wonder if you’d mind just looking at question 4 and then if looking at question 4 and then if you could just answer it.you could just answer it. The sentence is too long and complex
The sentence is too long and complex for learners to understand everyfor learners to understand everything. thing. A betterA better instr
instruction would be ‘Answer question 4’.uction would be ‘Answer question 4’. 3.
3. I’d like you to read the text on page 4 and answer the first three, then compare yourI’d like you to read the text on page 4 and answer the first three, then compare your answers with the person next to you. After that write a short summary of the story answers with the person next to you. After that write a short summary of the story and discuss this with your partner.
and discuss this with your partner. Too many instructions are being given at once, andToo many instructions are being given at once, and this may lead to
this may lead to confusion. Instructions should be staged throughout the lesson.confusion. Instructions should be staged throughout the lesson.
Task 1: Teacher: ‘Read the text on Task 1:Teacher: ‘Read the text on page four and answer questions one, two andpage four and answer questions one, two and three’.
three’.
Students should be allowed time to complete the first taskStudents should be allowed time to complete the first task
Task 2: Teacher: ‘Compare your answers with the person next to yoTask 2:Teacher: ‘Compare your answers with the person next to yo u.’u.’
Students are allowed to completed task 2Students are allowed to completed task 2
Task 3: Teacher: ‘Write a short summary and discuss Task 3:Teacher: ‘Write a short summary and discuss it with the person next toit with the person next to you.’
you.’
Students write a summary and discuss it.Students write a summary and discuss it. 4.
4. Look at a question at the bottom of the page and think about an answer.Look at a question at the bottom of the page and think about an answer. TheThe instruction lacks clarity. The
instruction lacks clarity. The teacher should clarify whether the questions should beteacher should clarify whether the questions should be thought about or should
thought about or should be answered; ‘Read the question at the bottom obe answered; ‘Read the question at the bottom o f the page andf the page and answer
answer it’/ ‘Read the question at the bottom oit’/ ‘Read the question at the bottom of the page and think of f the page and think of an answer’.an answer’.
Task 46: Task 46: 1.
1. I don’t want to I don’t want to work in a group because I work in a group because I will only learn mistakes from other studewill only learn mistakes from other students.nts. I would explain the importance and the benefits of group work; more talk-time for
I would explain the importance and the benefits of group work; more talk-time for student, increased confidence in speech, more interaction,
student, increased confidence in speech, more interaction, and peer-teaching. Groupand peer-teaching. Group work also allow them to participate actively and create a more social and interactive work also allow them to participate actively and create a more social and interactive classroom. It also develops their social skills, necessary to communicate in any culture. classroom. It also develops their social skills, necessary to communicate in any culture. Practising their language skills in a group will allow them to co
Practising their language skills in a group will allow them to co llaborate and exchangellaborate and exchange ideas, and learn from each other. It also shows them the purpose of learning English, to ideas, and learn from each other. It also shows them the purpose of learning English, to communicate with others, to engage actively with others and to interact. Also it will give communicate with others, to engage actively with others and to interact. Also it will give them an increased motivation to learn English, as they will be frequently using it and are them an increased motivation to learn English, as they will be frequently using it and are able to monitor their
able to monitor their success and improvements.success and improvements. 2.
2. I wish you could translate more I wish you could translate more words into my language.words into my language.
I would explain that the language of the classroom is English and that it is more I would explain that the language of the classroom is English and that it is more beneficial for all students that English
beneficial for all students that English remains the dominant language in the remains the dominant language in the classroom.classroom. However, I would explain that
However, I would explain that dictionaries may be used to reference words and phrases.dictionaries may be used to reference words and phrases. I would explain that for a goal of increased fluency in English that students need to be I would explain that for a goal of increased fluency in English that students need to be able to think and speak in English rather than translating all the time.
able to think and speak in English rather than translating all the time. 3.
3. Please don’t ask me to work with that student. I Please don’t ask me to work with that student. I don’t like people from her country.don’t like people from her country. It would depend in
It would depend in the circumstances, if the students in question come the circumstances, if the students in question come from warringfrom warring countries and this has carried over into the classroom then it may be best to adhere to countries and this has carried over into the classroom then it may be best to adhere to the student’s wishes and place them in
the student’s wishes and place them in different groups. However if it is simply different groups. However if it is simply a fear of a fear of the unknown or preconceived otherness that is
the unknown or preconceived otherness that is motivating this students request; then itmotivating this students request; then it may be more beneficial to all to place them in the same group and to base a class on may be more beneficial to all to place them in the same group and to base a class on
racism to open up dialogue and break down barriers within the classroom. I would also racism to open up dialogue and break down barriers within the classroom. I would also explain the benefits of group work as above.
explain the benefits of group work as above. 4.
4. Could we just talk in class and not use any books?Could we just talk in class and not use any books?
I would explain to the student that the class is multidisciplinary, in that we strive to I would explain to the student that the class is multidisciplinary, in that we strive to utilise all skill sets: auditory, visual and kinaesthetic. I would explain the benefits of using utilise all skill sets: auditory, visual and kinaesthetic. I would explain the benefits of using all skill sets and incorporating all learning styles by showing them the different types of all skill sets and incorporating all learning styles by showing them the different types of information that they will learn through each medium. I would also explain the overlap information that they will learn through each medium. I would also explain the overlap in learning and what is covered in the text is reinforced in the speaking section.
in learning and what is covered in the text is reinforced in the speaking section. Organising of the classroom
Organising of the classroom Task 47:
Task 47:
How would you organise the classroom How would you organise the classroom to carry out the activity?to carry out the activity?
The desks could be set up in a semi-circle with the students acting as assistants seated at them, with The desks could be set up in a semi-circle with the students acting as assistants seated at them, with the course information in front of
the course information in front of them. The prospective customers can then move from desk them. The prospective customers can then move from desk toto desk discussing the options and finding a suitable course. The teacher could mingle among them and desk discussing the options and finding a suitable course. The teacher could mingle among them and observe and participate if needed.
observe and participate if needed.
What resources you could use to What resources you could use to make the activity more effective?make the activity more effective?
Initially, I could show them pictures of computers to visualise what it is that they are doing; and to Initially, I could show them pictures of computers to visualise what it is that they are doing; and to open a discussion on
open a discussion on the topic with the students. The assistants could the topic with the students. The assistants could have information packs withhave information packs with different courses on offer, prices, times and dates. The
different courses on offer, prices, times and dates. The prospective students could have informationprospective students could have information cards as to their
cards as to their requirements, personalities, and identities.requirements, personalities, and identities.
Any problem about the organisation of the Any problem about the organisation of the activity that you could anticipate?activity that you could anticipate? Quieter students may not wish to
Quieter students may not wish to participate. Some students may move quickly from desk participate. Some students may move quickly from desk to desk,to desk, while other students move more slowly; some student will
while other students move more slowly; some student will feel under pressure to rush, while somefeel under pressure to rush, while some may feel frustrated at slowly moving students. Students will
may feel frustrated at slowly moving students. Students will need time to read and analyse theirneed time to read and analyse their information packs and identity information.
information packs and identity information. Dealing with Language
Dealing with Language Task 48:
Task 48:
Different meanings:Different meanings: 1.
1. Slim/Thin: Different picture cards could be laid out and students could be asked toSlim/Thin: Different picture cards could be laid out and students could be asked to categorise them into thin and
categorise them into thin and slim; and then decide whether they have positive slim; and then decide whether they have positive oror negative connotations.
negative connotations. 2.
2. To wink/to blink: Mime could be utilised to show each and then a few students could beTo wink/to blink: Mime could be utilised to show each and then a few students could be selected to either to either close
selected to either to either close one eye ‘wink’, or two eyes ‘blink’ one eye ‘wink’, or two eyes ‘blink’ and say which isand say which is which.
which. 3.
3. I used to get up early/ I am used to getting up early: A picture of a child waking up with aI used to get up early/ I am used to getting up early: A picture of a child waking up with a past date (such as 1987-1996) could depict the continuous past perfect; and an
past date (such as 1987-1996) could depict the continuous past perfect; and an
explanation that is no longer fact or true. I could describe to them that everyday now explanation that is no longer fact or true. I could describe to them that everyday now (2012), I get up early and this is now a habit.
4.
4. Nervous/Upset: Two comparative stories could help explain the Nervous/Upset: Two comparative stories could help explain the concepts; I feel nervousconcepts; I feel nervous when I go to
when I go to the dentist. I feel upset when I the dentist. I feel upset when I argue with my friends. Then the studentsargue with my friends. Then the students could answer alternating questions as to
could answer alternating questions as to when they feel upset or nervous.when they feel upset or nervous. 5.
5. 4 weeks ago/ 4 4 weeks ago/ 4 weeks before:weeks before: A quick explanation of ago using stories...as in ‘4 weeksA quick explanation of ago using stories...as in ‘4 weeks ago I went to a concert’ and a date.
ago I went to a concert’ and a date.
And ‘4 weeks before’ as in ‘4 weeks before the concert, I bought the ticket’ and another And ‘4 weeks before’ as in ‘4 weeks before the concert, I bought the ticket’ and another date.
date.
Furthermore, diagrammatic sketches could be used to
Furthermore, diagrammatic sketches could be used to exemplify this:exemplify this:
May 1
May 1stst May 29May 29thth
X
X
4 weeks ago4 weeks agoX
X
NowNowX
X
4 weeks before4 weeks before April 3April 3rdrd
Different pronunciation:Different pronunciation: 6.
6. I do it/ I’ll do it: I do it/ I’ll do it: A quick explanation of the basic, I dA quick explanation of the basic, I do it is present tense and o it is present tense and I’ll do it isI’ll do it is future tense. Then I would write each
future tense. Then I would write each sentence on the board and cut sentence on the board and cut them into thethem into the number of words per sentence:
number of words per sentence:
I/do/it -3 words I/do/it -3 words 1.2.
1.2. 3.3. I/’ll/do/it
I/’ll/do/it -4 words-4 words 1.2.
1.2. 3. 3. 44
7.
7. Read (present tense)/read (past tense): I would drill for pronunciation using theRead (present tense)/read (past tense): I would drill for pronunciation using the different IPA phonemes /i:/ for re
different IPA phonemes /i:/ for read (present tense) and /e/ ad (present tense) and /e/ for read (past tense).for read (past tense). 8.
8. Put/putt: I would drill for pronunciation using the IPA phonemes /Put/putt: I would drill for pronunciation using the IPA phonemes /ʊʊ/ for put and // for put and /ʌʌ/ for/ for putt. I would also
putt. I would also show them how to use their moshow them how to use their mouths to make the shorter put uths to make the shorter put soundsound and the broader putt sound.
and the broader putt sound. 9.
9. Record (noun)/ record (verb): I would explain that word stress falls on the first syllableRecord (noun)/ record (verb): I would explain that word stress falls on the first syllable for nouns and on the
for nouns and on the second syllable for verbs. Then I would second syllable for verbs. Then I would highlight the stressedhighlight the stressed syllable on the board
syllable on the board and over-emphasis it in speech.and over-emphasis it in speech. REcord (noun) and reCORD (verb).
REcord (noun) and reCORD (verb). 10.
10. Live (verb)/live (something happening now): I would show the different phonemes forLive (verb)/live (something happening now): I would show the different phonemes for the two words and show how I use my mouth to create the sounds. Live (verb) would be the two words and show how I use my mouth to create the sounds. Live (verb) would be represented by /
represented by /ɪɪ/ and a closed mouth. Live (something happening now) would be/ and a closed mouth. Live (something happening now) would be represented by phoneme /a
B.
B. Developing SkillsDeveloping Skills
Task 49: Task 49: 1.
1. Reading:Reading:
Why the activity was not successful: Why the activity was not successful:
The activity wasn’t successful because it was too advanced for the group, and they may notThe activity wasn’t successful because it was too advanced for the group, and they may not have had the pre-required vocabulary to
have had the pre-required vocabulary to access the meaning of the text.access the meaning of the text.
The students were bored during the reading task and may not have fully understood theThe students were bored during the reading task and may not have fully understood the readers’ accents. Reading a text also focuses
readers’ accents. Reading a text also focuses their attention on pronunciation, rather thantheir attention on pronunciation, rather than content. They lost interest in what the text was about and instead concentrated on how to content. They lost interest in what the text was about and instead concentrated on how to pronounce certain words.
pronounce certain words.
There was no lead-in or introduction to the topic, so the students had not activated theirThere was no lead-in or introduction to the topic, so the students had not activated their interest in it.
interest in it.
Alternate activity to develop reading skills: Alternate activity to develop reading skills:
Check that students understand key vocabulary for tCheck that students understand key vocabulary for t he task.he task.
Establish interest in the task by asking questions and creating a classroom discussion aroundEstablish interest in the task by asking questions and creating a classroom discussion around the task.
the task.
Ask the students to quickly scan read the textAsk the students to quickly scan read the text , looking for answers to a , looking for answers to a set of multiple choiceset of multiple choice questions.
questions.
Then provide some detailed questions to check their understanding of the test, whichThen provide some detailed questions to check their understanding of the test, which utilises their intensive reading skills. Allow the learners to work silently on this task.
utilises their intensive reading skills. Allow the learners to work silently on this task.
Ask students to describe and discuss the text in a free-speaking activity. Then the pre-Ask students to describe and discuss the text in a free-speaking activity. Then the pre-prescribed questions can be answered in class.
prescribed questions can be answered in class.
2.
2. Speaking:Speaking:
Why the activity was not successful: Why the activity was not successful:
The teacher did not test the vocabulary that students had or equip them with the necessaryThe teacher did not test the vocabulary that students had or equip them with the necessary vocabulary.
vocabulary.
Interest in the topic was Interest in the topic was not established for all the not established for all the students.students.
Students may feel shy in voicing their opinion to the whole class, but feel more comfortableStudents may feel shy in voicing their opinion to the whole class, but feel more comfortable in pairs or groups.
in pairs or groups.
Alternative activity to develop speaking skills: Alternative activity to develop speaking skills:
Base the speaking topic on something that they have covered in a previous listening orBase the speaking topic on something that they have covered in a previous listening or reading exercise; and check that they have the appropriate vocabulary to complete the reading exercise; and check that they have the appropriate vocabulary to complete the activity.
activity.
Give them a handout from which to work from, a survey, a questionnaire or a quiz.Give them a handout from which to work from, a survey, a questionnaire or a quiz.
Break the class into pairs or smaller groups and have each group discuss their opinions orBreak the class into pairs or smaller groups and have each group discuss their opinions or complete a task that requires them to
