CELTA Assignment: Southern Cross Teacher Training

Southern Cross T separatelyer facts of life Cambridge University CELTA Skills Assignment Name Submission encounter Word count Signature to sand the assignment is your bear flirt These atomic number 18 the criteria by which this assignment is assessed.Before submitting the assignment, double relegate to make sure as shooting you pay particularized tout ensembley addressed each argona of mind sufficiently. Criteria Trainer Comments Correctly use lyric that relates to lecture skills and sub-skills, e. g. make sure a labor you design and name as skim indication is indeed a skim cultivation childbed. Relate labor design to language skills rebelment, e. . make sure you provide a rationale for each task (e. g. wherefore is the initial task a discipline for gist? ). Find, select, and consultation in coiffeion learnt near skills development from superstar or more sources. Use compose language that is clear, accurate and appropriate t o the task. suffocate 1st submission Resubmission require go once morest Skills Related TasksSection 1 Justification of schoolbookbookbookual matter edition The school textual matter that I do elect, a exact recapitulation of Harry tamper and the Deathly H demand home the bacons Part 2, has the authorization to be hugely engaging and I could create a in truth interest and approveable lesson based from it. The occupy it egotism is precise dramatic and universal to all audiences, and the text depicts this clearly. This allows prentices to choose the language on qualifying and use the video trailer in the lead story as linguistic contextual background.Using a pack follow format, a format that the learners volition be familiar with, sum that thither volition be greater centre on the tuition skills of the learners, as they maybe put off by an unkn birth format, much(prenominal) as a legal document or health check journal. In ass enting the format of a celluloid review is one(a) that all learners would squander seen before in a real-world context and at that placefore downstairsstand the role and delivery of this text. As the take is modern and the whole series of films and books argon a worldwide phenomenon, learners may appreciate the relevance and intellect of the underlying plot and characters in the film.This maybe an advantage than teaching a previously unknown book or film as extra family line term may be required to explain the synopsis and context to the learners. As a film review, the text is specifically designed to inform and entertain the ecumenical public about the film in question. This federal agency learners go forth hopefully enjoy memorialiseing the text and pass on be interested to happen upon out the doctrine of a professional film critic, and by chance compare that to their own opinions of the film.I will study the learners to use their own opinions of films by req uest them to bring out a film review of their own. The learners can use the acceptn text as a film review model so that they know what diversity of lexis, read and structure to use for their amentaceous task. This task will allow for clean-handed practice, however with a modeled practice and also practice on forming fault gambleing opinions. Section 2 A delegacy of developing receptive skills and sub skills I will be trying to develop the learners sympathiseing skills.I will vary the activities so some whiles they maybe reading for authoritative facts, or reading in sense for a full and particular understanding of the text. The primary task I will give the learners will be a simple and straightforward gist-task where learners fix to sanction their predictions they do in the lead in task. Learners will be reading for specific randomness so may non read the full text in detail. This type of gist-reading or reading for basic understanding will hopefully waste ones time the learners engaged in the text and subscribe them understanding the context of the text.Reading for pre-defined material is an early(a)(prenominal) subskill that I could use this text to develop, as Harmer states in Practical English wording Teaching1 how vital all-embracing reading for the development of our students word deferred payment is. He thinks that students need to be manifold in twain intensive and extensive reading and hence the reason why the gist task I have chosen pointes on extensive reading and the exposit task does so on intensive reading.I would ask learners to read again and set some basic recognition questions, mayhap in a true(p)/false format or multiple-choice format. They will then(prenominal) have the prospect to confirm this by braces relation and open rank feedback, accompanied by detain error feedback. Using both types of reading techniques helps to improve both types of reading skills, which is something that learners will need for practically development English outside of the classroom. For a atomic number 82 to this text I would initially commemorate the class the trailer of the film.This will give a beneficial engaging context to the lesson and all learners, irrespective of those who have seen the film, are on a the same level of pre-existing contextual acquaintance. This means a greater boil down on reading skills and language can occur, rather learners beingness confused about the plot and characters. I could perhaps use the trailer to provoke predictions form the learners about what happens in the film. I would then go on to elicit predictions about the success of the film and whether it was it would channel a positive or ostracize review.Learners will then be view about their own opinions of the film and would find an authentic film review very useful to compare their own ideas. This would then lead straight into me handing out the text and asking learners to shade the gist task. This lea d-in should aim to buy the farm learners thinking about Harry Potter and then afterward on the topic of film reviews and critical opinions. As this document is a produce in an international newspaper at that place are a few row that will need clarification for liaise learners.I plan on highlighting five dollar bill previously unseen words that are crucial for understanding of the text and not possible for their meat to be deducted from the context. solitary(prenominal) after the gist task will I go to elicit the meanings from these words, perhaps using antonyms, connotations or compositors case sentences, as most of the complex lexis in the text are adjectives. Using these type of methods to crystallise meaning I will hopefully be able to increase the knowledge of the learners while giving the learners a higher(prenominal) level of detail in their comprehension.For example I would have to clarify the meaning of grim. In order to do this I explain it was the antonym of br ight/cheery, it is usually meant to describe desperate/ unfinished state of affairss, and show an example sentence such as it was a grim situation when the engine stopped. If the learners were having further problems with the lexis opposite than the five specific words, I would bring through some synonyms on the board. This will allow learners to be able to understand the entirety of the text as well as expand their vocabulary.The varied comprehension activities that focus on developing unalike types of reading skills are attached. The original task (Question 1) is the initial gist question, where the learners have to guess the probable title and subtitle of the text. This means the learners will have to read the content of the text quickly to find out what the understructure and approximate content of the text. In addition I asked the learners to write the title in the same style as the text is written, therefore meaning the learners have to gaze read quickly for what sort of the language the author is using.This is backed up by the familiarity of the type of text and the content, which gives learners a deeper contextual background. Even if the learners are unsuccessful in guessing the title and its form the pair rifle comparisons and controlled open class feedback will allow learners to be exposed to another(prenominal) learners ideas and language. Then I would move onto the detailed comprehension task. Once the learners have read the text once for the gist task they will have to go back and read it after reading the detailed questions (Question 2).The detailed comprehension questions results in learners having to read the text in depth. However the information in the questions are predefined information that directs the learner to the specific part of the text to read in detail. The learners should be able to complete this task individually but if there are any learners struggling I can pair them up with a stronger partner for the learner-to-lea rner feedback. After that is complete I will get the learners to mark their own answers by using the key.This is often one of the best way for learners to see their own errors and more importantly why the do the error that they did. After this I would bring the class together again in open class feedback and go through and through any of the harder questions and explain why the learners made the errors they did. Section 3 Developing fur-bearing skills and sub-skills I am aiming to develop the physical composition skills, in particular the selective service make-up skills of the learners. The text I have chosen is a model of a film review, so I am button to ask the learners to write their own film review about a film they have seen recently.Therefore the learners know what type of language, register and lexis is needed to write a film review. The learners will need a good level of writing skills because, as Jim scrivener in Learning Teaching2 backs up, many learners have a s pecific need to work on writing skills and writing involves a different kind of mental process, there is more time to think, to reflect, to prepare, to rehearse, to make mistakes and find alternative and better solutions. After destination the reading task I would get the learners to write down five different opinions they had about their chosen film.This preparation time would allow learners to formulate ideas and more importantly how to convey them, while also allowing them to pull together their ideas together without being under pressure. From the maltreat I would then set a time pressured situation where the learners have to practice up with a draft interlingual rendition of their review. The benefit of this they will not focus on grammar and language but on the actual content. In addition the time pressure means the actual draft writing skills of the learners will improve, as under no time pressure the learners could write an accurate film review but not increase their sk ills.The next do would be to give the learners an opportunity to self objurgate their work. In this step they would focus on grammar and language mistakes. If they can take in their own errors without prompting then this is an cash advance in their writing skills, as they would have to know the correct language to lay a mistake. This also makes them aware of the errors they are making themselves so in prospective they can get it right first time.Depending on the practicality of the classroom layout, I would all put the film reviews on the groin and have the learners read each others in a movement type format or have another learner read their review. This means other learners have the opportunity to correct other learners work and the errors that were not spotted in the first self-correction will be made lucid to the learners. I would finally finish the class with some open class feedback and delayed error correction. Again this adds to the learners writing skills developm ent, as it is obvious where the learners can improve