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    Assignment 3 - LSRT Skills E - Tipping

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    brentcullen
    This document provides instructions for a written assignment requiring trainees to design reading and writing tasks based on a provided text. Trainees must answer questions about introducing the text, identify essential vocabulary, and design three comprehension tasks - one each for skimming, scanning, and detailed reading. They must also design a productive writing or speaking task and include rationales referring to course readings. Tasks and answers are to be included in appendices. The document emphasizes using one's own words, including references, and avoiding plagiarism. It provides a submission checklist and notes on formatting references and bibliographies.

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    Assignment 3 - LSRT Skills E - Tipping

    Uploaded by

    brentcullen
    515 views8 pages
    This document provides instructions for a written assignment requiring trainees to design reading and writing tasks based on a provided text. Trainees must answer questions about introducing the text, identify essential vocabulary, and design three comprehension tasks - one each for skimming, scanning, and detailed reading. They must also design a productive writing or speaking task and include rationales referring to course readings. Tasks and answers are to be included in appendices. The document emphasizes using one's own words, including references, and avoiding plagiarism. It provides a submission checklist and notes on formatting references and bibliographies.

    Original Description:

    HW for Celta

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    This document provides instructions for a written assignment requiring trainees to design reading and writing tasks based on a provided text. Trainees must answer questions about introducing the text, identify essential vocabulary, and design three comprehension tasks - one each for skimming, scanning, and detailed reading. They must also design a productive writing or speaking task and include rationales referring to course readings. Tasks and answers are to be included in appendices. The document emphasizes using one's own words, including references, and avoiding plagiarism. It provides a submission checklist and notes on formatting references and bibliographies.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    515 views8 pages

    Assignment 3 - LSRT Skills E - Tipping

    Uploaded by

    brentcullen
    This document provides instructions for a written assignment requiring trainees to design reading and writing tasks based on a provided text. Trainees must answer questions about introducing the text, identify essential vocabulary, and design three comprehension tasks - one each for skimming, scanning, and detailed reading. They must also design a productive writing or speaking task and include rationales referring to course readings. Tasks and answers are to be included in appendices. The document emphasizes using one's own words, including references, and avoiding plagiarism. It provides a submission checklist and notes on formatting references and bibliographies.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 8
    At a glance
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    The document provides guidelines for developing an assignment on skills-related tasks using a reading text. It outlines the structure and content required for the different sections of the assignment and provides assessment criteria.

    The purpose of the document is to provide instructions and guidelines for trainees to complete an assignment on designing language tasks to practice receptive and productive skills using a reading text.

    The main sections of the document are: Section A which focuses on developing receptive skills tasks, Section B which focuses on a productive skills follow-up task, Section C for appendices, Section D for bibliography, and Section E which is a submission checklist.

    Written Assignment 3 - Skills-Related Tasks

    Assignment
    Name

    Submission Date

    Word Count

    NB: This is non-negotiable

    NB This document has 1150 words


    in total, after deletions. Subtract
    that from your total word count and
    include here (delete this).

    I confirm that this submission is all my own work.


    Signed: ________________________ (Trainee)
    Checklist
    (please tick)

    Reserved
    for the
    tutor

    Date:

    Assessment criteria
    can correctly use terminology that relates to language skills and sub-skills
    (Sections A.4, A.5, A.6, B.1)
    can relate task design to language skills practice
    (Sections A.4, A.5, A.6, B.1)

    can find, select and reference information (e.g. bibliography) from one or more
    sources (including background reading) & use written language that is clear,
    accurate and appropriate to the task. (All Sections)
    Taken from Syllabus and Assessment Guidelines for Course Tutors and Assessors

    First Submission

    Pass

    Re-submission
    Due date:

    Tutor Comments:

    Signed: ______________________ (Tutor) Date: __________________


    ___________________

    Second Submission
    Tutors comments:

    Pass on Resubmission

    Signed: ______________________ (Tutor) Date: __________________

    Double Mark:

    Fail

    Double Mark:

    __________________

    CELTA Assignment 3 Skills Related Tasks (E)


    Length: 750-1000 words*
    Instructions:
    Section A answer the questions in order to comment on the suitability of the
    text for classroom use.
    design tasks for practice of receptive skills, as instructed ie. one
    each for skimming, scanning and detailed comprehension.
    make reference to background reading to explain what the
    respective sub-skills entail and to justify classroom practice of those
    sub-skills.
    Section B design and describe a productive task to be done after students
    have read this text.
    describe the procedure for your task, including how you plan to
    motivate and support student leading up to the task and what you
    plan to do after student complete the task
    Section C submit your tasks as appendices.
    include the answers you expect.
    these are not considered part of your word limit.
    Section D provide a bibliography of the sources you have consulted and made
    reference to.
    * Any submission totalling more than 1,100 words of your own
    work is an automatic resubmission. If you are having problems
    here, consider using appendices.
    * Please write in continuous prose throughout.

    The text for this assignment


    Read the following article and then answer the questions:

    SECTION A Developing Receptive Skills Using the above


    Text
    1
    .

    What is your opinion of the text? What level do you think it would be most
    suitable for? What do you think of the subject? And the length of the text?
    Would this article be suitable for your current TP students? Why? Why not?

    What about other learners/other cultures?


    In general, what would be some of the potential barriers to reading which some
    learners would face? Are there any students in your class who have difficulties
    understanding texts?
    I think

    2
    .

    Introducing the text

    How would you


    introduce the
    article and get
    students
    interested in the
    topic?
    What is your
    rationale? Why
    introduce a text
    before reading?
    Refer to
    background
    reading (include
    page reference).

    You must use your own words and back up with reference to
    reading. Do not simply include a long quotation. (delete this
    text)

    3
    .

    Are there any items of vocabulary which you feel are essential for the students
    to know before they read? If there are, list the items.

    *4
    .

    DESIGN a comprehension task which provides students with practice in


    skimming (reading for gist global understanding) and include it in the
    appendices. You MUST refer to background reading (include page reference)
    when completing this section.
    You must use your own words and back up with reference to
    Define
    reading. Do not simply include a long quotation. (delete this text)
    skimming

    Time Limit and


    why
    What is the
    rationale for
    getting
    students to
    practise
    skimming in
    class? When
    would they do
    this in real
    life?

    You must use your own words and back up with reference to
    reading. Do not simply include a long quotation. (delete this text)

    *5
    .

    DESIGN a comprehension task which provides students with practice in


    scanning (e.g. the way a person would read a train timetable) and include it in the
    appendices. You MUST refer to background reading (include page reference)
    when completing this section.
    You must use your own words and back up with reference to
    reading. Do not simply include a long quotation. (delete this text)
    Define scanning
    Time limit and

    why
    What is the
    rationale for
    getting students
    to practise
    scanning in
    class? When
    would they do
    this in real life?

    You must use your own words and back up with reference to
    reading. Do not simply include a long quotation. (delete this text)

    *6
    .

    DESIGN a comprehension task which provides students with practice in reading


    for detailed understanding and include it in the appendices. You MUST refer to
    background reading (include page reference) when completing the section.
    You must use your own words and back up with reference to
    Define reading
    reading. Do not simply include a long quotation. (delete this text)
    for detailed

    comprehension
    Time limit and
    why
    What is the
    rationale for
    getting students
    to read for
    detailed
    comprehension
    in class? When
    would they do
    this in real life?

    You must use your own words and back up with reference to
    reading. Do not simply include a long quotation. (delete this text)

    Suggest three
    ways teachers
    could help
    students if they
    get wrong
    answers to the
    detailed
    questions

    1.
    2.
    3.

    SECTION B Developing Productive Skills


    You also need to answer this question correctly in order to pass the assignment.
    1.

    DESIGN or find an extension activity (for productive skills either speaking or


    writing) which you could use after the students had read the article and include it
    in the appendices. You MUST refer to background reading (include page
    reference) when completing this section.

    Why use a
    productive
    follow-up
    activity
    following
    reading work?
    Why your
    particular task?
    How does it
    promote
    productive skills
    development?
    What is
    expected of the
    students? What
    is the teachers
    role? Is this a
    fluency or
    accuracy stage?

    You must use your own words and back up with reference to
    reading. Do not simply include a long quotation. (delete this text)

    Section C Appendices
    Ensure the following are included in this section:
    Appendix
    Appendix
    Appendix
    Appendix

    1
    2
    3
    4

    Skimming Task
    Scanning Task
    Reading for Detailed Comprehension Task
    Productive Skills Task

    Section D Bibliography
    Adrian Underhill (2005). Sound Foundations. Macmillan. (delete this
    example)

    Section E Submission Checklist


    Checklist to help you pass first time
    I have included
    a skimming task in the appendices
    a scanning task in the appendices
    a reading for detailed comprehension task in the
    appendices
    a productive skills follow-up task in the appendices
    definitions of the reading subskills in the boxes in
    Section A
    time limits for my tasks

    references from at least one methodology book in my


    rationales
    a bibliography
    a word count

    Referencing and Plagiarism


    Your assignments need to be written in clear, accurate and academic English with appropriate in
    text referencing. You should use mainly indirect quotes, meaning that you paraphrased the text. If
    specific quotes are used, they should be referenced using author(s) surname(s), year of
    publication and page numbers quoted, e.g. (Richards 2001:98). Page numbers are not required if
    indirect quotes are used. e.g. Richards (2001).
    The bibliography should be presented in alphabetical order of authors surname. Year of
    publication, city and publisher should be included. This should be presented after the assignment
    and before the appendices, and should only include publications referred to in the text itself.
    Referencing should follow a recognised format throughout the assignment. Here are examples of
    references according to the APA Publication Manual, (6th ed., 2009); for more information see
    www.apastyle.org.
    Single author book: Richards, J.C. (2001). Curriculum development in language teaching.
    Cambridge: CUP.
    Section of edited book: Messick, S. (1989). Validity. In R. Linn (Ed.), Educational measurement
    (pp. 13103). New York: Macmillan.
    Journal article: Chapelle, C. (1999). Validity in language assessment. Annual Review of Applied
    Linguistics 19, 254272. Edited book: Graves, K. (Ed.) (1996). Teachers as course developers.
    Cambridge: CUP
    Electronic source: British Educational Research Association. (1992). Ethical guidelines. Retrieved
    22 May, 2016, from: http://www.bera.ac.uk/guidelines.html
    Please note that plagiarism includes:
    copying anothers language or ideas as if they were your own
    unauthorised collusion
    quoting directly without making it clear by standard referencing and the use of quotation marks
    and/or layout (indented paragraphs, for example) that you are doing so
    using text downloaded from the internet without referencing the source conventionally
    closely paraphrasing a text
    submitting work which has been undertaken wholly or in part by someone else.

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