Topic 3 on the CELTA gave me a solid overview of how to plan a receptive skills lesson, and the basics I learnt from this module still underpin my practice. Here is a copy of my assignmentand here is a link to the authentic text on the BBC website.
Reading and listening have some things in common. When you read and when you listen, are you taking in information or putting out information? Taking in — or receiving. For that reason, reading and listening are referred to as receptive skills.
Receptive Skills Reading Below, we will discuss typical stages for reading lessons. For a summary of stages, which could help with lesson planning, see Skills — Lesson Staging. Take a minute or two to think about the following questions; some answers will come immediately below — we will come back to others later in this section.
What is our reason for reading each text? Will we read both these texts in the same way? For example, will we read at the same speed, read the same amount of text etc? If we think first about a news article, we probably choose to read this because we have identified the subject matter as something that interests us.
We have probably read the headline to get an idea of what the article is about, and from that, decided whether we want to continue reading or not. In this case, we have employed top-down reading skills. In other words, we have used our real world and external knowledge and feelings in conjunction with the information from the headline so that before we even start reading the body of the article, we have a reasonable idea or expectation of the content.
This makes the article easier for us to access. We can imagine all the vocabulary and knowledge we already have on this subject coming to the forefront of our thinking like a series of lights coming on and illuminating things a little and interacting with the information we get from the text as we read.
We tend to do this naturally when reading in our own language. Similarly with the menu, we use our real-world knowledge to very quickly establish that the text is a menu and to use our previous experience and main information on the sheet to predict the fact that we expect to see the name of dishes, prices and descriptions.
Again, as we read we are confirming or refuting our predictions. Neither of the texts and their contents are likely to come as a really big surprise to us — therefore we are able to read more effectively and efficiently.
When we work on reading in the classroom with students, we want to try and help them read more effectively and efficiently in English, and one way to do that can be to replicate the way they read in their own language through our lesson staging and choice of tasks.
So, when taking a top-down approach to reading, our first stages of the lesson would seek to generate interest in the topic of the text and get students thinking and predicting the content.
Read the text about the role of forensic linguistics in solving crimes. Then answer the question to practise the full range of reading skills required for reading discursive texts on academic subjects. Stage 2 – Gist reading of model text Aim: for students to see the example text and get an overview, to practise reading quickly for overall understanding. From our example with the phone review, we could give students the task of reading and deciding whether the reviewer a) would recommend this phone overall or b) would not recommend this. CELTA. Assignment 3: Language Skills Reading skills include the sub-skills reading for gist reading for specific information reading for detailed comprehension (intensive reading task) Documents Similar To CELTA Assignment 3 Resubmission Final. CELTA - Focus on the Learner Assignment. Uploaded by. Simon Bolton. Focus on the 5/5(21).
Stage 1 — Lead-in Aim: If for example, the text is about a day in the life of doctor, how might we achieve the above aim? We could get students to think about and discuss a series of questions such as; What kinds of things do doctors do every day? Do you think the life of a doctor is a busy one?
As with each one of the following stages, we would follow the task cycle. When we read any text in real life, we have a reason to read. With the news article it might be: For the menu it is most likely to be something like to decide whether we want to eat there, to see if they have a particular dish we like, or to decide what to order.
With the news article, what we often do is start to read, perhaps the first paragraph or so, quite quickly, to see if it provides the kind of thing we wanted, and then decide whether to keep reading. Or we might look over it quickly to check our predictions. Sometimes of course, we go straight into reading it in detail, paying attention.
But there is an argument in the classroom for getting students to read quickly, the first time they come into contact with a text — just to get an overall picture of what is going on.
Again, this corresponds with a top-down way of processing information — looking at the big picture first.Enter your mobile number or email address below and we'll send you a link to download the free Kindle App.
Then you can start reading Kindle books on your smartphone, tablet, or computer - . Read the text about the role of forensic linguistics in solving crimes.
Then answer the question to practise the full range of reading skills required for reading discursive texts on academic subjects. How to write CELTA lesson plans. In her latest guest post, Nicky Salmon talks about how to write effective lesson plans on the CELTA/Trinity TESOL course.
For example, Reading for Gist, Freer Practice, Introduction. Provide a clear stage aim for each stage. For example (using the stage names above). National Geographic stories take you on a journey that’s always enlightening, often surprising, and unfailingly fascinating.
This article was written by Dominic Braham and Anthony Gaughan and originally appeared in English Teaching Matters, the English Language Teachers’ Associations journal. How to help English learners read more quickly. By Eleni Pappa 24 March - Gist reading plays a crucial role in giving learners an opportunity to prepare themselves for deeper understanding when they’ll be away from a safe classroom environment.
It’s the very first step in a strategic approach to reading.