essay celta skills assignment

1314 Words Feb 20th, 2014 6 Pages
Lead In/Prediction
Harmer explains that the lead in stage is “where we engage students with the topic of the reading and we try to activate their schema” or “pre-existent knowledge of the world” (Harmer, 2007:271) Questions and pictures or visual prompts are two of the best ways to elicit interest and discussion at this stage. This particular reading uses a question as the heading; “Is beauty in the eye of the beholder?” and is also visually supported by two pictures. Hence I chose to combine the Lead in and Prediction stages into one stage using the heading (question) and two accompanying photos as the prompts for predicting the topic of the reading, creating interest and setting the context. Harmer explains that “prediction is vitally
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Reading for gist is described by Harmer as “top- down processing” and is used most effectively when the students’ “schemata allow them to have appropriate expectations of what they are going to come across” (Harmer, 2007:270). As adult learners, I believe these students have adequate understanding of the concepts presented in the text and will therefore be able to sufficiently garner meaning even if they don’t understand the entire vocabulary. This is the reason I chose this as the first task.

Pre-Teach Vocab
The main topic of the article is beauty and its relationship to science and research. The words chosen are key adjectives that are used to describe either scientific terminology, e.g. objective, and composite, or describing attributes related to beauty e.g. appealing, expressive, ideal etc. Understanding these words is vital to getting a deeper comprehension of the specifics and details of the text. Learning this vocabulary will prepare the students for the 2nd reading task, a reading for detail task which will check their understanding and engage them further in the content of the text.
This task could potentially be done before the first reading. I chose this order because I believe the students will be more interested to learn the vocab after reading the text. Harmer suggests that “if we want to give students practice in what it is like to tackle

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