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Celta Skills Essay

1366 words - 6 pages

Assignment 3 - SkillsThe authentic material I have chosen is a page from the car classifieds from the 'The Week' newspaper (see Appendix 1).The task I have designed is aimed at students at pre-intermediate level.Before giving out the task, students need to be taught some vocabulary so that they can understand the reading. A pre-task could be given for students to match words to pictures of car parts. For example, manual transmission, power steering etc. This pre-task also sets the context of what the topic of the class will be.Task.You want to buy a second hand car. You have OR 2000.Working in pairs, make notes of what sort of car you are looking for.For example, its make, model, age, ...view middle of the document...

In this task, the student will mainly be using productive language skills which include writing and speaking. In the writing task, students are asked to make notes on the sort of car they are looking for. This writing task is guided as it is restricted to cars and I have also given a guide to follow on what they should write (see task 1). Students are also asked to write a list of questions to ask the owner of the car. This sort of writing, although restricted to question formation, is slightly freer as students can use their imagination to come up with questions that may be important to them. This also personalises the task. Scrivener states that we judge if our writing was successful by whether it did what we wanted it to do. This is done when these questions are used in a role play (task 6). Finally, students are asked to write a 'Car Wanted' advertisement. This is a follow on task, building on what they have already written. Here students choose what information is important to them and summarise it to write an advertisement.In the speaking task, which is also a productive language task, students have to role-play or real-play enquiring about a car they are interested in buying and also role-playing placing an advertisement in the papers. According to Scrivener, a powerful variation on role-play is real-play. The real-play technique allows students to practice language they need in their own life in a safe environment. The main focus in this speaking task is fluency and building confidence.The task sub skill is reading, a receptive language skill. Nuttall (2005) suggests that we can do quite a lot to help students get the most from a task. One way is by providing them a reason to read. In real life, we read for a purpose. In the absence of a real reason for reading, it helps to give students an imaginary one so that they can decide what to skim over and what to focus on. This was demonstrated in the task when I told them that they want to buy a second hand car and that they had OR 2000.In this task, the students are to read the text quickly, weeding out any information that is not relevant to what they are looking for in a car. This is also known as scanning.Rationale for the task designThis task is designed to provide students with authentic activities that are relevant to the everyday life of the student. As Williams explains, "if the learner is expected eventually to cope with real language outside the classroom, then surely the best way to prepare for this is by looking at...

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