Assignment Language Skills free essay sample

Skills Rationale for using the authentic text The authentic teaching material I have chosen Is Welcome to London Information to start your vials for use In a Language Skills Lesson to the pre-launderette level class. This material, produced by Vivisection. Com, Is to provide visitor information on public transport and useful tips for visitors. As Harmer (2007) notes that extracting meaning is an active process requiring a degree of engagement, in my proposed lesson, I would particularly focus on the engagement of students.There are some new caballeros relating to traveling and public transport. The main aims of this lesson are: 1 . To enable students gain receptive skills in reading. Specifically, there are two receptive sub-skills could be practiced: skimming (reading for gist) and scanning (reading for detailed); 2. In relation to the subject of the material, productive skills like speaking will also be practiced. The functional use of target language would be asking for direction. We will write a custom essay sample on Assignment Language Skills or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The reason why this text has been chosen Is due to the following: 1 . This text Is updated and practical for the English learners and enables them to deal with the eel-world situations (especially for the new comers in London). For instance, asking for directions, reading maps and transport signs are areas to explore as students will pick up a few words used in visiting a new place. 2. The material is presented with a number of London photos and highlights, which would be visually appealing and culturally vivid to the students.To this extent, authentic texts expose the students to cultural features generates a deeper understanding of and interest in the topic (Kelly, et al. 2011). 3. This material Is appropriate to the pre-launderette students because the length f text was not too long and there are not too many difficult words. Presumably, students should have the knowledge of vocabulary relating to tourism and transport. This means I can concentrate on a few words for vocabulary teaching and therefore allow more time for the students to focus on their skills based tasks (reading ; speaking).Pre-reading stage A series of lead-in questions can be introduced regarding this subject followed by asking them Do you like London? And why? Do you like look around? What places have you been? And so on. I will give the students an easier pre-reading activity first o build their confidence: tell the attractions with correct name. I will do some pre- teach vocabulary and ask concept questions to facilitate their understanding of the topic. During-reading stage: Receptive skills and tasks scanning reading to understand the text.To achieve this aim, I have designed two tasks respectively. The first task is reading for gist (skimming). Students will be given the handout with three sections of the texts, and they will be asked to match headings Top 10 Attractions, Getting Around and Incisor Information with the appropriate paragraph in 2 to 3 minutes. Because of the time pressure and the tasks, students have to quickly read the text and grasp the general idea (gist) of it. In this way, students will not tend to focus too much on unknown vocabulary instead (Iredell, 102).After that, I will let pair check and then group feedback. For the more detailed understanding task, I will use the scanning activity scanning for attraction names, opening times, and traveling methods etc. David Iredell suggests that answering multiple choice and TIFF questions required scanning the text for specific information. Therefore, a True/False questionnaire about the article will be adopted followed by pair checking and teacher concept checking.Post-reading stage: Productive skills and tasks After the reading exercise, I will encourage students to practice their productive skill (speaking): controlled practice and freer activity. Regarding to the sub-aim, the productive tasks can be interesting as some students may actually like visiting London. To start with, I will give everyone a tube map and a bus route map (see the appendix). In Task 1 controlled practice for accuracy, I will model the functional language: ask for erection, as follows: Could you tell me how can I get to London Eye, please? Which Bus takes us to British Museum? Go along this road and turn right/left at the conjunction. Its near XX stop on the Central/Piccadilly/Jubilee line. After modeling, I will give each pair of students a number of destinations and ask them to make dialogues, to find how to get to the destinations in Lon don. This controlled practice requires high level of accuracy considering the restricted choices of target language. The second task is aim to drill the students fluency in speaking. To generate active atmosphere in the classroom, a role-play activity will be introduced.Students in groups of four will randomly choose a role a police officer, a tourist guide, a foreign visitor or a tube service person. They will make up their own story following the contextual instructions written on their role. Through the scenario simulating, students will experience how to ask for direction, how to answer and how to get to their destination by convenient transport tools. Conclusion When used effectively, authentic materials help bring the real world into the classroom and significantly enliven the class (Kelly et al. 002).