Celta
Gayatri Krishnan Page 2
Although there are plenty of new vocabulary items in the article, I think students would nothave any significant difficulties in grasping the overall meaning of the text. I agree withJeremy Harmer with reference to pre-teaching:
“by giving them some or all those words wedeny them (a chance to practice tackling authentic texts)” (Harmer
-203). In my perspective,students learn new words with reference to context which will enable them to grasp the wordwell. In this article, I would pre-teach key vocabulary, such as:
photo-journalist
decade
motivate
to fall in loveI would convey the meaning for the above words with the help of visuals, and CCQs. The restof the vocabulary issues (which does not impede the set tasks) can be dealt with matchingwords with meaning or synonyms at the pre-reading stage.I would use this article to practise skim reading. Though the article is lengthy, the first paragraph throws enough insight about the author. This enables a gist reading.The gist reading task –
30 seconds: Appendix BI would remind the students that gist reading is a skill that requires quick reading and abilityto choose important information.
“
Skimming=Reading quickly for gist of a passage. Atypical skimming task would be a general question from the teacher
...”
(Learning Teaching,Third edition 2011, Jims Scrivener, Macmillan)Feedback: 1minuteA lesson without feedback “is teaching that proceeds forward without reference to what impact this is having on the learner’...” (Lea rning Teaching, Third edition 2011, JimsScrivener, Macmillan)For specific reading task or scanning skill, I would use a simple set of questions- 5 minutes(reading and answering): Appendix B
. “You probably want tasks that encourage students to search for specific small sections of text which they can read more carefully to find a required piece of information……..Students doing this will be reading the material in a similar way tohow people might read it in
Although there are plenty of new vocabulary items in the article, I think students would nothave any significant difficulties in grasping the overall meaning of the text. I agree withJeremy Harmer with reference to pre-teaching:
“by giving them some or all those words wedeny them (a chance to practice tackling authentic texts)” (Harmer
-203). In my perspective,students learn new words with reference to context which will enable them to grasp the wordwell. In this article, I would pre-teach key vocabulary, such as:
photo-journalist
decade
motivate
to fall in loveI would convey the meaning for the above words with the help of visuals, and CCQs. The restof the vocabulary issues (which does not impede the set tasks) can be dealt with matchingwords with meaning or synonyms at the pre-reading stage.I would use this article to practise skim reading. Though the article is lengthy, the first paragraph throws enough insight about the author. This enables a gist reading.The gist reading task –
30 seconds: Appendix BI would remind the students that gist reading is a skill that requires quick reading and abilityto choose important information.
“
Skimming=Reading quickly for gist of a passage. Atypical skimming task would be a general question from the teacher
...”
(Learning Teaching,Third edition 2011, Jims Scrivener, Macmillan)Feedback: 1minuteA lesson without feedback “is teaching that proceeds forward without reference to what impact this is having on the learner’...” (Lea rning Teaching, Third edition 2011, JimsScrivener, Macmillan)For specific reading task or scanning skill, I would use a simple set of questions- 5 minutes(reading and answering): Appendix B
. “You probably want tasks that encourage students to search for specific small sections of text which they can read more carefully to find a required piece of information……..Students doing this will be reading the material in a similar way tohow people might read it in
Bibliography: Learning Teaching, Third Edition, Jim Scrivener, Macmillan, 2011Harmer,J.The Practise of English Language Teaching, 3 rd Edition, Longman, 2001