Está en la página 1de 5

CAMBRIDGE ESOL CELTA WRITTEN ASSIGNMENTS

Language Skills Related Tasks Assignment



This 750 1,000 word assignment will be assessed according to the following criteria:

a correctly using terminology that relates to language skills and sub-skills
b relating task design to language skills development
c.i finding, selecting and referencing information from one or more sources
c.ii using written language that is clear, accurate and appropriate to the task

Receptive and productive skills and sub-skills go hand in hand with focusing on language items in the classroom, i.e.
grammar, lexis, etc. They are equally as important and, therefore, should be focused on in their own right to enable
learners to better understand texts and produce output. Task and materials adaption/design and using authentic
materials are essential elements of an effective teachers repertoire, which helps provide the variety and balance of
learning opportunities to better match learners needs, interests and backgrounds.











































































PART A: Analysis of Sub-Skills


Look closely at the following examples of receptive skills tasks from published course books. Decide which sub-skill is
being practiced with each task.





1) The following is an excerpt of a listening task taken from an intermediate course book. You do not need to read
or listen to the whole task/text in order to complete the task correctly.





(S. Cunningham and P. Moor, Cutting Edge Intermediate 3
rd
Edition, 2013, Pearson Longman, pg.12)
Analyse the task and decide if the task is:

a) Listening for gist because it only requires learners to get the general idea of the
audio text.
b) Listening for specific information because it only requires learners to identify key
pieces of data in the audio text without necessarily understanding it.
c) A prediction task because learners anticipate what they will hear (before checking
their predictions by listening to the audio text).



2) The following is an excerpt of a listening task taken from an elementary course book. You do not need to read
or listen to the whole task/text in order to complete the task correctly.








(F. Eales, S. Oakes, New Total English Elementary, Pearson Longman, pg.80)
Analyse the task and decide if Task 1 (Q1 & 2) is:

a) Listening for gist because it only requires learners to get the general idea of the
audio text.
b) Listening for specific information because it only requires learners to identify key
pieces of data in the audio text without necessarily understanding it.
c) A prediction task because learners anticipate what they will hear (before checking
their predictions by listening to the audio text).



3) The following is a single question from a reading task taken from an intermediate course book. You NEED TO
READ the excerpt of the text in the box and compare against the question in the box, in order to complete this
task correctly.













(S. Cunningham and P. Moor, New Cutting Edge Intermediate 9
th
Impression, 2010, Pearson Longman, pg.20)
Analyse the task question and decide if it is:

a) Reading for gist (skimming) because it only requires learners to quickly get the
general idea of the text.
b) Reading for specific information (scanning) because it only requires learners to
quickly identify key pieces of data in the text without necessarily understanding it.
c) Reading for detailed comprehension because it requires learners to understand the
text in sufficient depth.


b) Listen again and tick the phrases you hear from the first part (a) of the Useful Language Box.


1) Look at the photos of three festivals. There are two photos from each festival.
Match the pairs. Where do these festivals take place?
2) Listen and check your answers to exercise 1.

We all remember the things we are interested in and forget the
ones that bore us. This no doubt explains the reason why schoolboys
remember football results effortlessly but struggle with dates from
their history lessons!

Mark the questions True or False:

1. School children often dont remember facts about history because
they find it very boring TRUE/FALSE


4) The following is a single question from a theoretical listening task. You NEED TO READ the transcript in the box
from the audio text and compare against the question in the box, in order to complete this task correctly.
















Analyse the task and decide if the task is:

a) Listening for specific information because it only requires learners to quickly
identify key pieces of data in the audio text without necessarily understanding it.
b) Listening for detailed comprehension because it requires learners to understand the
audio text in sufficient depth.
c) Listening for inference because it requires learners to interpret the audio text for further
understanding beyond what is stated explicitly or overtly.


5) The following is a single question from a reading task. You NEED TO READ the excerpt from the text in the box
and compare against the question in the box in order to complete this task correctly.









(http://www.ieltsbuddy.com/guessing-meaning-from-context.html)
Analyse the task and decide if the task is:

a) Reading for lexical inference as it requires learners to interpret the information in other parts of
the context to make guesses/deductions about what the meaning of a word or lexical item.
b) Reading for detailed comprehension because it requires learners to understand the text in sufficient
depth.
c) Reading for inference because it requires learners to interpret the text for further understanding
beyond what is stated explicitly or overtly




































Its just so crowded! Wherever you go, there are crowds. Japanese are normally
pretty polite, but sometimes, like on the trains, push just comes to shove
(literally)! It can be really claustrophobic at times. Getting to and from work can
be a real hassle

Does the following statement reflect the claims of the speaker in the conversation?
Write TRUE/FALSE or NOT GIVEN:

1) The speaker enjoys using public transport in Japan.


1) It had been raining hard through the night so the ground was saturated.

What does 'saturated' mean?

a) wet
b) dark
c) cold
d) very wet

PART B: Task Design


1) Fill in the following boxes in accordance with the guidelines provided.
2) You must use the text provided.
3) You must meet and not exceed the word count.
4) The word count includes the design of your tasks as an appendix (but excludes the original text).
5) Use appropriate referencing where required. Include a bibliography at the end.
6) Submit only a single document in Word (including the original reading text).


Paragraph 1: Insert comment justifying using this text for a particular group of learners, with reference to:

a) What learners this text would be suitable for considering: backgrounds, interests, current learning context,
occupations, reasons for studying English, etc.
b) What level of learner, e.g. elementary/intermediate, etc., you would use the text/tasks with and why.
c) What methodology book writers, e.g. Harmer, Scrivener etc have said about the practice, development, or
importance of reading and speaking or writing in the classroom.
d) Link what these authors say to either the text OR the tasks that you have designed, OR both. (Use appropriate
referencing here and include a bibliography at the end).





Paragraph 2: Firstly, design a reading for gist task based on the text. Include this in the appendix. Secondly, explain and
elaborate how it practices reading for gist. You must use the following sentence to start your paragraph:

Task number 1 is a gist reading task because it requires learners to read in such a way that...

(NB You must include both the task AND the answers AS YOU WOULD PRESENT THEM TO LEARNERS IN CLASS at the end of
this document as an appendix. Clearly number this as Task Number 1.)



Paragraph 3 - Option 1: Design a reading for specific information/scanning task based on the text. Ensure that this is
sufficiently challenging for the level you have chosen (e.g. sufficient number of questions). Include this in
the appendix. Secondly, explain and elaborate how it practices scanning/reading for specific information.
You must use the following sentence to start your paragraph:

Task number 2 is a scanning/reading for specific information task because it requires learners to read
in such a way that...

OR

Paragraph 3 - Option 2: Design a reading for detailed comprehension task based on the text. Ensure that this is
sufficiently challenging for the level you have chosen (e.g. sufficient number of questions). Include this in
the appendix. Secondly, explain and elaborate how it practices reading for detailed comprehension. You
must use the following sentence to start your paragraph:

Task number 2 is a reading for detailed comprehension task because it requires learners to read in
such a way that...

(NB You must include both the task AND the answers AS YOU WOULD PRESENT THEM TO LEARNERS IN CLASS at the end of
this document as an appendix. Clearly number this as Task Number 2.)



Paragraph 4: Firstly, design a reading for detailed comprehension task based on the text. Ensure that this is sufficiently
challenging for the level you have chosen (e.g. sufficient number of questions). Include this in the
appendix. Secondly, explain and elaborate how it practices reading for detailed comprehension. You must
use the following sentence to start your paragraph:

Task 3 is a reading for detailed comprehension task because it requires learners to read in such a way
that...

(NB You must include both the task AND the answers AS YOU WOULD PRESENT THEM TO LEARNERS IN CLASS at the end of
this document as an appendix. Clearly number this as Task Number 3.)



Paragraph 5: Firstly, design and insert a speaking or writing skills task that follows on from the text. Secondly, explain
and elaborate HOW it practices either speaking or writing skills. (Ensure that this task is not merely a
language practice task, i.e. NOT grammar, lexis, pronunciation, etc.) You must use the following sentence
to start your paragraph:

Task 4 enables learners to practice their (choose one of speaking or writing) because it requires
learners to (choose one of speak or write) in such a way that...

(NB You must include the task AS YOU WOULD PRESENT IT TO LEARNERS IN CLASS at the end of this document. You do
NOT need to provide any answers. Clearly number this as Task Number 4.)













UAE: 550 litres of water each per
day
UAE uses 83 per cent more water than the global average per head of
population - around 200,000 litres a year per person
http://www.7days.ae Article | January 24, 2012 - 6:30am
A water expert has warned the UAE to turn off the taps - or face serious consequences.
The UAE uses 83 per cent more water than the global average per head of population, and about
six times more than the UK.
People in the UAE use about 550 litres of water each daily - thats a whopping 200,750 litres a year.
Dr Walid Fayad, an authority on energy and utilities, said excess consumption in the GCC can no
longer be ignored. Water scarcity is a reality in just about every Arab country, he said. If they
dont make changes, these countries will find themselves in serious trouble.
Fayad added that the excess use will lead to severe economic and environmental results, with
countries burning fuel and money to desalinate water. Two-thirds of the potable water used in the
UAE, Kuwait, Qatar and Bahrain is desalinated, he said.
Governments need to reduce demand for, and increase the supply of, water. Fayad suggests
raising water bills to make the UAErealise there is a problem. He said at the moment residents
have no reason to suspect water is in short supply.
There is a lack of awareness, largely because of subsidies that disguise costs and obscure the
severity of the situation. Fayad added: The only way this will change is if people understand there
is a problem and become part of the solution.
Fayad revealed that only Saudi Arabia is ahead of the UAE in its alarming use of water,
consuming 91 per cent more per capita than the rest of the world. In his research for Booz&Co, a
global management consulting firm, which helps the worlds top businesses, governments and
organisations, Fayad claimed that large green spaces in the UAE, such as golf courses, give the
impression that there is plenty of water, but recycled wastewater should be used for irrigation.
He added: GCC residents and businesses have disregarded the consequences of their water
usage to enjoy benefits more common in countries with ample rain. But with the population
increasing in excess of two per cent a year there is a growing recognition within governments that
current consumption patterns are unsustainable.

También podría gustarte