CELTA

Assignment 3
Skills Related Tasks
Due: Sunday 8 March 2015

Task A: (300 – 400 words)

‘Family Fortunes’ (Appendix 1) would be an interesting reading text appropriate for

intermediate level students. The following evaluation of the lesson (Appendices 2 & 3) is
based on the three phases of a reading lesson described by Scrivner (2011, p.267): ‘Pre-
text’, ‘Text’ and ‘Post-text’.

Pre-text  The first stage is a good example of a lead-in, as it would “get the learners
interested in the topic” as well as “make an explicit link between the topic of
the text and students’ own lives” (Scrivner, 2011, p.267).
Text  The second stage would not be helpful in achieving the stage aim of
“students have practice reading for gist” (Appendix 2). Instead, a short gist
reading task should have been set.
 Students should have done a pre-reading task (such as making notes after
thinking about their position in their family) and then read for gist at the third
stage. In this reading lesson, there could be a brief open class discussion
about whether or not the text matched their experiences, but oral fluency
practice could be a follow-up task.
 In the fourth stage, a task needs to be set before students can read for
details.
 In the fifth stage of a reading lesson, developing productive writing skills
need not be a priority. While a comprehension task is useful in practicing the
subskill of reading for detailed information (Scrivner, 2011, p.266), such a
task would need to be set before students can read the text again. Moreover,
the comprehension task (Appendix 3) itself is unsatisfactory, since it includes
general repetitive questions and is not an appropriate level of challenge.
 Pair checking is a good step, but it would be more efficient if students were
given the comprehension task before reading the text for the second time.
 Again, although this is necessary, the teacher could save time on open class
feedback if the tasks were set appropriately.

© The British Council, Abu Dhabi

The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
 CELTA
Assignment 3
Skills Related Tasks
Due: Sunday 8 March 2015

Post-text  As Harmer (2007b, p.287) has explained, it is a good idea to set a time limit
for vocabulary enquiry. However, it would be better to pre-teach some
vocabulary that might block their understanding of the reading text after the
lead-in, rather than at the last stage. Additional clarifications could then be
made in the open class feedback stage, and a follow-up productive skills task
(speaking/writing) could conclude the lesson instead.

Thus, the lesson does not seem effective at helping students practice the receptive skill of
reading, since neither reading for gist nor reading for detail is efficiently practiced.

© The British Council, Abu Dhabi

The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
 CELTA
Assignment 3
Skills Related Tasks
Due: Sunday 8 March 2015

Task B: (300 – 400 words)

For the intermediate TP group to practice their reading skills, I have selected the text
“Welcome to Dubai!” (Appendix 4 b) to practice the following two subskills:

1. Reading for gist: Skimming

1.1. Rationale
Practicing this subskill would help students identify the general idea of the text without
getting bogged down with the specific details (Harmer, 2007a, p.101). At the intermediate
level, they should be able understand the global meaning and genre of the text. Also, since
most of them have lived in the UAE for a while, they would be engaged and interested.

1.2. Task
After a lead-in and pre-teaching some key vocabulary, I would set the gist task by telling
students that they are going to read a text that gives some information about Dubai. I would
give them the following task and then set a time limit of 3 minutes.

Read the text quickly and decide which summary is correct:

a) The text is a magazine article about different landmarks in the city that can be
accessed by public buses.
b) The text is an advertisement by the Big Bus Experience about Dubai as a city as
well as specific details about their tour.

1.3. Feedback
After reading for gist, the answer – Option b – would be discussed in the open class.

2. Reading for detail: Intensive reading to extract detailed information

2.1. Rationale
Such a task would help students “to uncover and accurately understand details in a text”
(Scrivner, 2011, p.264).

© The British Council, Abu Dhabi

The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
 CELTA
Assignment 3
Skills Related Tasks
Due: Sunday 8 March 2015

2.2. Task
After the gist task, I would set the detail reading task by first giving students two minutes to
read statements 1-8, then ask them to spend five minutes reading the text again to decide
whether the statements are true or false.

State whether the following sentences are true or false. Circle (T) if the
statement is true and (F) if the statement is false:
1. Dubai is a small fishing village. T/F
2. The Big Bus provides tours of the city of Dubai. T/F
3. There are gold and spice souks in Dubai. T/F
4. The Bus Bus ticket is valid for 12 hours. T/F
5. It costs AED 100 for an adult to get a ticket on the Big Bus. T/F
6. Guided Arabic commentary is guaranteed on every tour. T/F
7. The Big Bus tours operate seven days a week. T/F
8. The Big Bus ticket includes a free breakfast at the Burj Al Arab hotel. T/F

2.3. Feedback
(First to be peer-checked then discussed in the open class)
1. F
2. T
3. T
4. F
5. F
6. F
7. T
8. F

© The British Council, Abu Dhabi

The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
 CELTA
Assignment 3
Skills Related Tasks
Due: Sunday 8 March 2015

Task C: (150 – 200 words)

For the follow-up task, I would have students practice the productive skill of speaking
through a role play activity about a Big Bus tour of their hometown.

1. Rationale
In the context of the reading text, a follow-up speaking task would be more practical than a
writing task, since Role-plays simulate the real world while giving students a particular role to
speak and act (Harmer, 2007a, p.125). Also, as McDonough and Shaw (2003, p.134) have
pointed out, speaking skills tend to play a large part in making learners communicatively
competent in English as a foreign or second language. Thus, students could benefit more
from a spoken fluency task.

2. Task – Spoken fluency practice

The task would begin by dividing the class into two groups – agents for the Big Bus tour and
tourists. Each of the two groups would be given a role-card for the part they are to play (See
Appendix 5). Agents can work alone or in pairs, depending on the places they represent.
After preparation time of 3 minutes, the role-play task begins. For additional practice, tourists
can switch roles and become agents of their own hometown. Task would end with an open
class discussion wherein students would be asked to share which place they would like to
visit and why.

Total Word Count:

© The British Council, Abu Dhabi

The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
 CELTA
Assignment 3
Skills Related Tasks
Due: Sunday 8 March 2015

1,080 words (excluding Cover Page, Question numbers, Bibliography and

Appendices)BIBLIOGRAPHY

BusyTeacher.org. (2015). 10 Fresh Roleplay Ideas for General English, Available:

http://busyteacher.org/7371-10-roleplay-ideas-for-general-english.html [Accessed 1st March
2015].
Davila, S. (2015). Educating her world: Free classroom resources, Available:
http://saradavila.com/ [Accessed 1st March 2015].
ELTbase. (2007).
Harmer, J. (2007a). How to teach English: New edition, Harlow: Pearson Education Limited.
Harmer, J. (2007b). The practice of English language teaching, (4th edition). Harlow:
Pearson Education Limited.
McDonough, J. and Shaw, C. (2003). Materials and methods in ELT: A teacher’s guide, (2nd
edition). Oxford: Blackwell Publishing.
Scrivener, J. (2011). Learning Teaching, (3rd edition). London: Macmillan Education.

© The British Council, Abu Dhabi

The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
 CELTA
Assignment 3
Skills Related Tasks
Due: Sunday 8 March 2015

Appendix 1
Reading Text
from: Oxenden, C. & Latham-Koenig, C. English File Intermediate Student’s Book OUP 2000

Family
fortunes
Scientists and psychologists agree that although many factors contribute to forming
your personality, for example, your sex, class, culture, or lifestyle, one of the most
important is your position in the family. So how have you been affected?
person who worries a Youngest children
Are you a first lot. are often very
child, a middle charming. You
child, the youngest, Middle children are learned very quickly
or an only child? usually independent that you could get
and competitive. You exactly what you
First-born children. had to want by being
If you are a first-born fight with your charming – and this
child, you are brothers can make you
probably self- manipulative. You are
confident and a good usually affectionate
leader – you came sisters to get what and relaxed because
first, after all. You you wanted. You are when you arrived
may also be bossy also co-operative as your parents were
and even aggressive you always had to more relaxed
if you don’t get what negotiate with either themselves. But you
you want. You are your older or your are often not very
ambitious, and good younger brothers and independent as you
at communicating, sisters. You are always
because you learned sociable, as you
to speak from your always had someone
parents, not from to play with. On the had so many people
brothers and sisters. other hand, you may to help you. This
On the other hand, be jealous and makes it hard for you
you are the oldest insecure or moody if to make decisions.
and so you have to be you felt that your And you may be lazy,
the most responsible, parents preferred because your parents
and this can make your older brother or probably pushed you
you the kind of sister. less and were less
strict with you than
© The British Council, Abu Dhabi
The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
 CELTA
Assignment 3
Skills Related Tasks
Due: Sunday 8 March 2015

with your older your parents’ hand, you are usually

brothers and sisters. attention with organized and
anybody else. In fact, responsible, and
Only children are you received so much often imaginative.
often quite selfish. attention as a child But you may find it
You had the that you find it difficult to
wonderful luxury of difficult to be communicate with
not having to share interested in other others, and are very
people. On the other sensitive to criticism.

© The British Council, Abu Dhabi

The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
 Appendix 2
Appro Inter- Aims for Student Activity Teacher activity
x action
Time each stage
5 S-S-S To engage Ss Ss line up according to Tell Ss to line up according to
in topic how many brothers or how many siblings they have
sisters they have from most to least
3 S Ss have Ss read article. Tell Ss they will read an article
practice about position in family
reading for
gist
5 S-S To practise Ss talk to partner Ask Ss to think about their
oral fluency about their position in position in their family and talk
their family. to their partner about it.
5 S To develop ss Ss read article Ask Ss to read article again,
reading skills carefully. carefully, so they can answer
the comprehension task
7 S To develop ss Ss complete Give Ss comprehension task (see
writing skills comprehension task Appendix 3)
individually.
3 S-S To check the Ss check their answers Ask Ss to check their answers in
answers are in pairs pairs
clear
7 T-Ss To check the Ss check to see if their Go through the answers with
Ss-T answers are answers were correct the whole class
clear
5 T-Ss To learn new Ss choose words they Ask Ss if there are any words
Ss-T vocabulary didn’t understand that they didn’t understand and
from text from text. explain them

Appendix 3
Answer the following questions:

1. What do you think first-born children are like?

2. What do you think middle children are like?

3. What do you think youngest children are like?

4. What do you think only children are like?

 Appendix 4 a – INTERMEDIATE READING TEXT ONE
(from: Soars, Liz & John, New Headway Plus Intermediate, OUP)

Dad bans phone after 3,500 texts!

A Manchester teenager has received a phone bill for over £450 after
sending 3,500 text messages in just one month.
Tony Russell has had his new ‘state of the art’ mobile phone for only three
months, but now his father, Lionel, has taken it away.
‘He’s been asking me for a mobile for years because all his friends have got
one,’ explained Lionel. ‘I finally bought one for his birthday because he’s been
doing so well at school, but he and his mater are “texting-crazy”. They do it all
the time – on buses, in the street. They even text each other from different sides
of the school playground. They’ve got “textitis”.
Tony said ‘I thought texting was much cheaper than phoning, so I’ve been
texting my friends all day long and even into the early hours of the morning. I’ve
been going to bed at 2.00 most nights. Sometimes my hand hurt from pressing
the buttons so much, but I was having such good fun that I couldn’t bear to stop!’
His father said, ‘I’ve forgiven him, but I am angry with the phone company as
they are encouraging this craze.’ He has made his son promise to pay back the
money, so Tony has been working on Saturdays. He has found a job in a shoe
shop. So far he has paid back £46. ‘I reckon it will take me about a year to clear
this debt,’ he said.
 Appendix 4 b – INTERMEDIATE READING TEXT TWO
(from: http://www.bigbus.co.uk/dub/html/dub_our_tours.html)

Welcome to Dubai!
And welcome to the Big Bus Experience.

Dubai is a city of fascinating contrasts, offering a distinctive blend of old and

new. It’s where East meets West. In less than a century, under the visionary
leadership of Dubai’s ruling Al Maktoum family, it has been transformed from a
small fishing village into a modern vibrant city full of surprises. Whether you are
seeking a relaxing break away from clouds and crowds or a new and exciting
experience, Dubai has it all…sea, sand, sun and shopping! It’s everything you
could wish for in a top holiday destination.

Here at Big Bus we aim to give you the most enjoyable and memorable
experience of your life in Dubai. From the towering sail-shaped Burj Al Arab hotel
to the mysterious gold and spice souks, what better way is there to see Dubai’s
breathtaking views than from the King of all sightseeing vehicles, an open-top,
double-decker Big Bus. And your ticket offers you double value because in
addition to our acclaimed City Tour, you can also take our Beach Tour at no extra
cost.

So whether you are staying at the Beach and want to visit the City or staying in
the City and want to visit the Beach, Big Bus offers you the perfect solution.
PREPARE TO BE BLOWN AWAY…WITH THE BIG BUS!

All tours have the hop-on, hop-off facility and live English commentary is
guaranteed on every departure. Tickets are valid for 24 hours.

How much does it cost?

Adults AED 175.00
Children AED 100.00 (5-15 incl.)
Family AED 450.00 (2 Adults and 2 Children)
OR – you can qualify for $3 USD discount off each adult ticket by booking online
right now!

When do the tours operate?

Every day between 9am and 5pm.

THE BIG BUS GIVES YOU THE BEST SIGHTSEEING TOURS IN DUBAI
• Magnificent views from an open-top, double-decker bus
• One ticket covers two exciting tours
• Hop-on and off at your leisure
• Guided English commentary on every tour
• Buses operate 7 days a week
• All the major sights covered

INCLUDED WITH YOUR BIG BUS TICKET

• Free 2 hour Beach Tour
• Free entry to Dubai Museum
• Free entry to Sheikh Saeed Al Maktoum House
• Free Wafi City Advantage Card offering 20% discount at various shops and
restaurants
• Free Walking Tour (Oct-April 05)
• Free Daily Arabian Dhow Cruise

BIG BUS is also in...

London and Philadelphia
 Appendix 4 c – ELEMENTARY LISTENING TEXT ONE
(from: Ludlow, Karen & Patricia Reilly, Heinemann ELT Hits, Macmillan Heinemann)

(Song) TOM’S DINER – (Suzanne Vega)

I am sitting in the morning
At the diner on the corner
I am waiting at the counter
For the man to pour the coffee

And he fills it only halfway

And before I even argue
He is looking out the window
At somebody coming in

"It is always nice to see you"

Says the man behind the counter
To the woman who has come in
She is shaking her umbrella

And I look the other way

As they are kissing their hellos
I'm pretending not to see them
Instead I pour the milk

I open up the paper

There's a story of an actor
Who had died while he was drinking
It was no one I had heard of

And I'm turning to the horoscope

And looking for the funnies
When I'm feeling someone watching me
And so I raise my head

There's a woman on the outside looking inside

Does she see me?
No she does not really see me
Cause she sees her own reflection

And I'm trying not to notice

That she's hitching up her skirt
And while she's straightening her stockings
Her hair has gotten wet

Oh, this rain, it will continue through the morning

As I'm listening to the bells of the cathedral
I am thinking of your voice...
And of the midnight picnic once upon a time before the rain began...

I finish up my coffee
It's time to catch the train
 Appendix 4 d – ELEMENTARY LISTENING TEXT TWO
(from: Gairns, Ruth & Stuart Redman, Natural English Elementary, Oxford University Press)

Unit 10.12 (Telephone messages)

message 1
Hi, Dad, it’s me. Erm, can you help me? I can’t do my homework, erm. Do you know all the
countries in the EU? Can you have a think about that, and then, could you ring me on my mobile?
Thanks a lot, Dad. Bye.

message 2
Hi, darling, it’s me. Look, I’m in town already. Shall I get the tickets for the cinema tonight? Erm,
give me a call on the mobile, OK? Bye.

message 3
Hi, Andy. It’s Tom here. Erm, I’m at the bookshop, and you know that book on Japan that you’re
interested in? Well, they’ve got it, it’s here, so I’ll buy it for you and then I can get it to you when I
see you tomorrow. All right? Bye.

message 4
Mr Roberts, hello. This is Tara from the office. I’m just calling to remind you you’ve got a meeting
tomorrow with Mr Tan. I’ll book a table at the restaurant for you. Would you prefer Chinese or
Thai? If you could let me know, that would be great. Thank you. Bye bye.
 Appendix 4 e – INTERMEDIATE LISTENING or READING TEXT THREE
(from: http://www.bbc.co.uk/worldservice/learningenglish/newsenglish/witn/2007/10/071008_congo_gorillas.shtml)

Learning English - Words in the News - 08 October, 2007 - Published 11:18 GMT

Endangered gorillas in Congo

In the Democratic Republic of Congo, ten wild mountain gorillas have been killed since the
beginning of the year. The conservation organisation Wildlife Direct says rebel troops have tried
to force the wildlife rangers to join the fighting. This report from Peter Greste:

The coincidence couldn't be more unfortunate. The forest that half the world's surviving mountain
gorillas call home, also happened to be one of the most strategically important regions to rebels
fighting government troops from the Democratic Republic of Congo.

An uneasy truce that had lasted for years finally broke down five weeks ago, forcing most of the
wildlife rangers protecting the gorillas to flee to nearby towns. Some had been able to take
advantage of a recent stalemate to return to the forests and monitor two gorilla families, but now
all have been driven out. According to Wildlife Direct, which supports the rangers, the rebels even
tried to force some to join their fight. Rangers sheltering in a nearby town reported hearing
shelling and heavy gunfire from the forests.

Wildlife Direct's Samantha Newport said without the rangers the mountain gorillas are completely
unprotected and unmonitored. There are only about seven hundred gorillas left in the wild;
according to the last census, some three hundred and eighty of them in the eastern Congo. They
aren't targets in this fight but according to Wildlife Direct they could so easily get caught in the
crossfire. With so few left in the wild even one death represents a significant loss.

Peter Greste, BBC News, Johannesburg

Appendix 5 – ROLE-PLAY CARDS

The Big Bus tour agent

You are an agent for the Big Bus tour in your hometown. Make short notes about the place
such as:
 Historical landmarks
 Attractions
 Special features of the tour
 Ticket cost
 Tour timings
 What is included with the Big Bus ticket
You may also include other relevant information.

The tourist
You are a tourist. Visit at least three different agents of the Big Bus tour and talk to them to
find the best place for you to visit. Ask questions such as:
 What is interesting about this place?
 What are the historical attractions?
 What are the popular tourist spots?
 Is it cheap or expensive to travel there?
 What would be included in the tour?
 When is the tour?
You may also ask other relevant questions.