Topic 3 on the CELTA gave me a solid overview of how to plan a receptive skills lesson, and the basics I learnt from this module still underpin my practice. Here is a copy of my assignmentand here is a link to the authentic text on the BBC website.
I was a student teacher in a Massachusetts elementary school, and it took me awhile to figure out the correlation between the pencil and hallway behavior. If I replied, "Yes, you should bring a pencil," the walk to my classroom took 15 minutes and involved a lot of disruptions, student squabbles, drifting students and other various misbehaviors.
As a student teacher, I was very focused on keeping order and creating a challenging learning environment. If I replied, "No, you don't need a pencil today," the walk to my classroom took about five minutes, even with a stop at the drinking fountain.
So, what was the correlation? The students knew that if they had to bring a pencil they would have to do writing in the class, and they dreaded it.
If they didn't need a pencil, we would be working on projects or doing more verbal work, and they liked that. What they weren't expecting was that half-way through my student teaching, I bought 10 boxes of pencils and kept them in my classroom, so they never had to bring a pencil to class — I had plenty to go around.
This improved the hallway behavior, but still left me with the question of how to improve ESL student writing when they were frustrated by the practice and went to great lengths to avoid it.
I have been teaching ESL for many years and there is no perfect solution to this problem; however, I do believe I have added quite a few writing activities to my bag of tricks and improved my ability to differentiate writing tasks based on student ability. As I improved my ability to ensure that each student would be successful in the writing activity, their confidence increased, and they were less likely to engage in disruptive behavior.
I hope some of the writing activities I share with you will help you to reduce anxiety in your ESL students and increase their language and writing skills.
There is a very important correlation between writing and language development. Why is writing often the last skill to emerge? It almost seems that reading would be more difficult because the student needs to sound out words and understand the author's message. It would seem writing might be easier because students are sharing their own ideas already in their heads and simply putting them on paper.
However, writing requires a lot more processing of language in order to produce a message. First the student must have an idea, then think of the appropriate way to say it, then start to write it and spell it correctly, and then create another sentence to continue to communicate the idea.
If we add the students' worry that they are making huge, embarrassing errors or that their ideas aren't very good in the first place, then we begin to understand the complexity involved in writing in a second language.
In fact, the way we communicate, or the way students put their ideas on paper, is largely influenced by their culture. In some of my classes, my Asian students were very confused when I told them to revise their writing because this was a "first draft. The idea that they had to write it over again didn't make sense to them.
Students from other cultures may have developed a storytelling style that involves laying out a lot of background information and detail and takes quite a while to get to the point. In most western writing, we expect a topic sentence or a lead paragraph that will tell us what the point is, and then everything written after that leads to a direct conclusion.The receptive skills tasks I designed for this lesson will focus on reading for gist and reading for specific information.
Students could also read for detail or attempt to make predictions. We will write a . THE STUDENT’S LANGUAGE LEVEL. EFFECTIVENESS OF ORAL COMMUNICATION (SPEAKING AND LISTENING) Krasimira’s English is entirely and perfectly understandable.
Her active vocabulary corresponds to an Upper-Intermediate level of language proficiency. She masters the skills of working out the meanings from contexts. Free Essay: Language Skills Related Tasks’ Assignment 1.
Suitability of text for use with TP class ‘Does tourism ruin everything that it touches?’ – The text. Turnitin provides instructors with the tools to prevent plagiarism, engage students in the writing process, and provide personalized feedback.
Language Skills Related Tasks Essay Sample The authentic reading text I have chosen for Elementary students is a recipe page from a popular magazine and is .
Related. Posted in CELTA tips and tagged CELTA, efl, elt, you will need to follow the receptive skills tasks with productive skills tasks (speaking or writing). benjaminpohle.comer the receptive skills work (reading or listening) needs to be followed by a speaking or writing task in the assignment.
CELTA tip: the language skills assignment How.