Language Skills Related Assignment

Language Skills Related Assignment

In this assignment you need to identify the reading sub-skills that could be practised using one of the provided authentic texts. You should also identify productive language skills (choose speaking OR writing) that could be practised in relation to that text. You need to design tasks in relation to the text and provide a brief rationale for your choices.

The assignment should be between 750-1000 words. The dates for submission must be kept. If you have any problems with submitting your work on time, please consult your tutor. Each assignment will be returned to you with written feedback and graded as either ‘Pass’ or ‘Resubmit’. If you need to resubmit the assignment, please follow the feedback that the tutor has provided you with. Always include your original copy with any resubmission. Once it receives a Pass, you should then put your assignment and tutor feedback sheet into your portfolio.

Task

Choose one of the three attached authentic texts to practise/develop your students’ reading and productive skills (speaking or writing) skills.

Part 1: Say which text you have chosen and why. Comment on its suitability for use in the classroom and say which level you would use it with. (You are NOT limited to the Elementary and Intermediate levels in teaching practice on this course).

Part 2: Say how you would raise your students’ interest in the topic of the text.

Part 3: Identify any lexis which might be a barrier to students’ ability to engage with the text or complete the tasks you design and briefly say how you would deal with it.

Part 4: Say which reading sub-skill (skimming or scanning) could be practised first using the text, and devise a task (with answers) which will do this. Say briefly why you would do this task.

Part 5: Devise a second reading task to practise a different sub-skill from above (scanning or detailed comprehension) (with answers) which will encourage students to read for either specific information or more detailed understanding. Say briefly why you would do this task.

Part 6: Devise a task / activity which capitalises on the interest generated by the text and practises a productive skill. Ensure you include a copy of the task and say how you would use it and how you would support the students with their productive skills e.g. how would you pair/group students to help them generate ideas. Say briefly why you would do this task.

• N.B support each section with referenced quotes from your background reading on the subject of reading skills and include a bibliography

• Write in continuous prose, with clear headings. You may include the tasks in the body of the assignment or attached – in which case, please cross-reference clearly between the body of the assignment and the attached tasks.

• The word count (750-1000 words) does not apply to the text itself, or to the tasks that you attach, but only to the prose you write in your submission.

• Please bear in mind that this is not a grammar or vocabulary lesson and you are not doing a text-based grammar or vocabulary lesson.

Suggested texts:

Riddell, D: Teaching English as a Foreign Language

Harmer, J: The practice of English Language Teaching.

Scrivener, J: Learning Teaching

Part 1:

I have chosen the text “9 Things I Wish I Knew Before Traveling Through South America” as it raises the important topic of travel preparation and cultural awareness. Moreover, this text provides an opportunity to engage students with both content and language in a way that promotes the development of important reading skills.

I assume that the mentioned article is suitable for teaching intermediate English learners (B1-B2 level according to CEFR) as it is engaging and offers practical information. The constructions of the text require an intermediate level of learner’s language proficiency, as it includes everyday vocabulary and concepts related to travel. For example, according to the Cambridge Dictionary, such words as “visa”, “destination”, “border”, “tears” relate to B1 level, and terms like “appropriate”, “sickness”, “citizens”, “exceptions”, “rips” relate to B2 level. That is why some words may need explanation, but they are accessible for learners at this level, allowing for meaningful discussion and exploration of travel experiences. Also, it provides opportunities for inferencing because students can deduce the meanings of unfamiliar words from context (e.g., "septic systems," "altitude sickness”).

Part 2:

According to David Riddell, in a skills-based lesson establish interest in the topic is an absolutely crucial stage. (Riddell, 2011, p. 142). Based on this source, I would choose to use “prediction”.

I would start by showing the headline of the article, "9 Things I Wish I Knew Before Traveling Through South America". Then I would ask students to read it and think about what kind of information or advice might be included in the article. Can help them by asking questions. For example, "What kind of things do you think someone might wish they knew before traveling to South America?", "What are some challenges or surprises a traveler might face in South America? What advice might the article give?", "What kinds of practical tips do you expect to find in the article (e.g., food, health, money etc.)?".

Part 3:

Lexis in the text could pose barriers for students, including:

1. Altitude sickness: This might be unfamiliar to students. I would explain it with a simple definition and perhaps use visuals to illustrate its effects.

2. Visa: The concept of travel visas may not be well-known. I would provide a brief explanation, possibly using examples of different types of visas and their purposes.

3. Septic systems: This term might be technical. I would rephrase it in simpler terms, explaining the concept of plumbing systems and why certain practices are needed.

4. Pristine condition: This phrase could be vague. I would clarify it with examples of acceptable and unacceptable currency conditions.

To address these barriers, I would pre-teach these terms through context, visuals, and engaging discussions. Additionally, I could create a glossary of key terms for students to reference while reading. This proactive approach would help ensure comprehension and allow students to engage more fully with the text and tasks.

Part 4:

For this text, I would first practice skimming as a reading sub-skill. Skimming helps students get the general idea of the content and understand the main points without focusing on every word.

Task: 1. Read the article quickly (in 3-4 minutes) without focusing on every word. 2. After reading, match the correct main idea to each of the numbered points in the text.

Main Ideas (These are the options students will match with the points in the text):

A. The importance of some toilet rules while traveling

B. Necessary documents to enter South America for travelling

C. The size and scale of traveling across South American countries

D. Dealing with poor connection

E. The difference between times of year

F. Travel tips for packing and preparing for unexpected situations

G. Advice about traveling at high altitudes

H. How to manage travel expenses with cash

I. Language barrier in South America

Matching Task:

1. You need to know basic Spanish – ___

2. Altitude effects are real and sometimes unavoidable – ___

3. Make sure your US dollars are pristine – ___

4. Get your visa for Bolivia and Brazil ahead of time – ___

5. The seasons are not the same – ___

6. Make sure you pack toilet paper & don't flush it – ___

7. Internet will be… slow – ___

8. The continent is so much bigger than I had thought – ___

9. The paper slip with your passport is very important – ___

Answers:

1-I, 2-G, 3-H, 4-B, 5-E, 6-A, 7-D, 8-C, 9-F

I would do this skimming task to help students develop their ability to identify main ideas and important information quickly. It also encourages students to engage with the text without feeling overwhelmed by details at first, building their confidence before moving on to more detailed reading tasks.

Part 5:

For the second reading task, I would focus on scanning as the sub-skill to practice. Scanning helps students find specific information quickly, which is useful in both academic and real-life situations.

Task: Read the text again and find the following specific information. Write down the relevant details:

1. What should travelers do with the paper slip received upon entering a country?

2. What are two countries where visas are required for American citizens?

3. What should travelers pack in addition to their regular items for bathroom use?

I would do this scanning task to enhance students' ability to locate specific information quickly within a text. This skill is essential for tasks such as research, studying for exams, or navigating practical situations like travel. By focusing on finding precise details, students learn to read with purpose and improve their overall reading efficiency.

Part 6:

As D. Riddell indicates, the follow-up activity is needed in the receptive skills lesson as it creates “a sandwich effect” and makes the main part “less heavy and boring” (Riddell, 2010, p. 145). would choose a debate activity. After reading a thought-provoking text, students will be divided into small groups, each representing a different viewpoint related to the text's themes.

Task: Debate Activity

1. Preparation: In their groups, students will discuss their assigned viewpoint and brainstorm supporting arguments. They will also anticipate counterarguments from opposing viewpoints.

2. Debate: Each group will present their arguments in a structured format, allowing time for rebuttals and counterpoints.

3. Reflection: After the debate, students will reflect on what they learned and how their perspectives might have changed.

Support for Productive Skills:

• Pairing/Grouping: I would group students with varied proficiency levels to encourage peer learning. Stronger students can support those who may struggle, fostering a collaborative environment.

• Scaffolding: I will provide sentence starters and prompts to help students articulate their thoughts more clearly. Additionally, I will circulate during group discussions to offer guidance and ensure all students contribute.

This task activity effectively promotes critical thinking and collaboration among students. Through preparation and structured presentations, they learn to articulate arguments and engage in respectful dialogue. The reflection phase fosters personal growth by encouraging students to consider new perspectives. Task supports all learners in expressing their thoughts, ultimately cultivating a respectful and open-minded classroom environment.

Bibliography:

1. https://dictionary.cambridge.org/

2. Riddell. D. Teach yourself: teaching English as a foreign language, Hodder Education, 2010

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