Celta Assignment 2:Skills -Related Task Essay

Receptive skills: According to J. Harmer in his book The Practice of English Language Teaching, â€Å"receptive skills are the ways in which people extract the meaning from the discourse they see or hear†. In the following text â€Å"Playing with your food† the main skill that is being practiced is reading and along with it other sub-skills are being developed such as practicing new vocabulary, reading for gist in order for the students to understand the main idea. Enhancement of receptive skills will increase the rate at which students comprehend English language and allow students to practice new vocabulary in its context from the text. 1. Generating students’ interest in the topic of the text. The teacher gives the students a picture of a vegetable and then a musical instrument and then writes the title of the text on the board, â€Å" Playing with your food†. The teacher then asks students to take some time and make predictions what they think the text will be about. After that some of their ideas will be listed on the board. Rationale: This activity will help students predict the topic and prepare for the vocabulary that might be used in the studied text. 2. Reading for gist. The teacher will then ask the students to read the text quickly for a couple of minutes after which they will be asked if any of their predictions, from the listed of the board, were mentioned in the text. After discussing the text briefly students will be asked to read and answer the questions in Ex.1 (see attached exercise worksheet) in order to check if they have understood the general idea of the text. After checking their answers the teacher will ask the students â€Å"What is the main idea of the text?†, â€Å" Is this something that you would try yourself?†. Rationale: This task will help students to enhance their ability to read for gist and understand the main idea of the text. And will also help them answer general questions related to the text. (see ex.1 on attached worksheet). 3. Reading for specific information: Teacher will ask students to read questions related to the text and then read the text itself to support their answers. (see ex.2 on attached worksheet). The students will be working in pairs and will check with the text if they find it necessary. Rationale: This exercise allows students to practice reading for specific information for which they need to concentrate while reading in order to find the correct piece of information they are looking for. Practicing productive skills: As J. Harmer says in his book The Practice of English Language Teaching productive skills are a way of helping students with their receptive skills and in many situations production can only continue in a combination with the practice of a receptive skill. Productive skills are important for students, when they learn them in the classroom, as they help them develop a better and more efficient way to communicate and also in this way they learn the correct context of different uses and meanings of words and phrases. They follow the typical intonation and sounding of a language and naturally prepare for formal or informal conversations. 1. Writing: The teacher will play a video of a short musical performance of the Vegetable Orchestra. After watching the video the teacher asks the students to write a short review about the orchestra and if they feel it necessary they can check with the text. The teacher will write on the board some lead- in questions for the students to begin with. – What was the idea of the musicians from Austria that made the so different from other orchestras? – What happens with the vegetable instruments after the concert is over? -What is your opinion of this music? – Do you think their art will gain more popularity in the world? After completing their writings, students will exchange their papers with their partners in order to share opinions and see if they have followed the idea of the text and to correct any spelling or grammatical mistakes they might have made. Rationale: this activity will help students practice spelling, vocabulary, grammar and text formation which differ quite a lot from speaking. 2. Speaking activity: The teacher asks the students to divide in groups and of 2 or 3 and elicits that each group is a musical orchestra that uses different materials for their instruments, such as vegetables, old office materials, fruit or things they can find in nature. Each group will have to decide on its name, style of music, instruments and activities. What kind of songs they have and some history that they can imagine. After this they will have about 5-6 minutes to prepare and then they will have to introduce themselves to the rest of the class. Afterwards the class will vote which musical band might get in the leading positions of the radio charts. This activity will be useful to students as it encourages them to practice new vocabulary from the text, etc. biodegradable, environmentally-conscious, and to interpret the new information in their own way and engage in a spoken dialogue. Ex.1 Read text and answer the following questions: 1. What makes this orchestra different from others? (they make their own instruments from vegetables) 2. How is the orchestra called? (The Vienna Vegetable Orchestra) 3. What happens to the vegetables after a performance finishes? (they make soup with them for the audience) Ex.2 Read the text again, and mark with True or False the following statements. 1. The text is about children who don’t eat their food. F 2. The vegetable Orchestra was founded in 2008. F 3. The musical instruments are made from tropical fruit. F 4. The orchestra plays many different kinds of music. T 5. The musicians perform more than 3 times a year. T 6. The Vegetable Orchestra produces its own instruments. T 7. Carrots are turned into flutes. F 8. The sound of each instrument depends on the quality of the vegetables and the temperature on stage. T Ex. 3 Answer the following questions: 1. Where is the orchestra from? Austria 2. What combinations of vegetables are used together to create instruments? Cucumbers, peppers and carrots and etc. 3. What is used for drums? Pumpkins 4. What makes better instruments, plastic-packed vegetables or fresh vegetables? Fresh vegetables 5. When was the orchestra founded? 1998 6. What is the orchestra musical repertoire formed of ? From classical to electronic Refrences : J. Harmer The Practice of English Language Teaching, Longman, pages 246, 250-252

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Compare film messages Assignment Example | Topics and Well Written Essays - 500 words

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Gender Criticism based on Feminism and Masculinism in the Book “Skin” Essay Example for Free

Gender Criticism based on Feminism and Masculinism in the Book â€Å"Skin† Essay The book entitled, â€Å"Skin† is written by Ted Dekker and is a fiction novel about a killer who took as captives five people who each had stories to tell and had things about their past to confront. They were brought together by such deadly circumstances and despite their individual differences and suspicions drawn against one another, they had to work together somehow against a common enemy, their captor. â€Å"Skin† covers issues of feminism and masculinism in the details about how the captured characters – namely, Wendy, Colt, Jerry, Nicole and Carey were victimized by the killer, Red. For Wendy, it all started one rainy night when she was driving herself to the place where her estranged mother was. The horror of all that they have gone through, all five of them, turned out to be something none of them was ever prepared for. Thesis The novel â€Å"Skin† relates a story that supports the thesis that the gender-defined roles of the characters therein damaged both sides. The story also presented the question of what true beauty is, both masculine and feminine beauty. Beauty is explored both as an external quality and as something that is more than what meets the eye – in men and in women. It turns out that beauty can be perceived by people as gender-defined. Beauty in men, thus, can be judged by parameters that are supposed to apply to men, and then beauty in women can be judged by altogether different parameters that, in turn, are supposed to apply to women. Feminism in the Story Wendy is an escapist from a cult where men reigned as the superior sex. In fact, even decisions pertaining to her life – who she was to wed eventually, who she could date and kiss – were made by the acknowledged head of their tribe, a man much older that her who was even supposed to be her future husband. Her mom was in the cult, too. As a member of it, she submitted to such leader and went to wherever the group went, never deciding for herself where and how she wanted to live her life. Through it all, she allowed the cult leader to make decisions that she should have made for herself and her daughter, Wendy. Wendy has become a prime feminist since her escape from the group whose members made up her world. She then became totally free – free to make choices for herself, free to make decisions concerning herself, her life and her personal interests. She has been equipped with good education and having been a scholar who made it through college by herself – with no help from parents, whose support usually comes in the form of financial resources to enable their children get through college as a way to have much better chances for a bright future. During her traumatic childhood experiences in the cult where the male leader was practically the ruler of all, Wendy had known what it meant to be eyed or even â€Å"reserved† for an older man. In the story, there was the pre-arranged marriage that Wendy had no choice but to succumb to when the time for it would come. For this reason, Wendy was even punished at one time for having kissed a guy. Through it all, Wendy came to have this fear of men. It was the same fear that went in the way of her having a serious relationship with a guy even when she was already a young woman. Thus, during years since her escape, Wendy had only female friends. Given the life she lived and the role of men in her life, Wendy has grown to be an independent woman who definitely did not need a man to make life easier for her. In contrast, Nicole had her brother, Cary, to adore her, to take care of her and to protect her. She grew up depending on the love and security that her older brother represented. Nicole represents the very image that present day feminists want to totally disassociate from women in general. She’s a victim of men who, like her brother, have to be needed by the women in their lives as the only way they would feel strong, masculine and happy. In such a trap, the likes of Nicole have been raised to believe that women are weak and are in constant need of the protection and support that only men can provide. For an independent woman like Wendy, it was indeed a novelty to watch Carey carry his younger sister all the way and to see for herself how much Carey loves his younger sister, Nicole. And Nicole, loved him, too. He was her older brother who has always been her source of love and protection. The same love and protection, though, can serve to curtail Nicole’s potentials as a person – a free thinker, a decision-maker and the master of her fate. Thus, the protective love of men – in this case, Nicole’s older brother – can be likened to a trap that can prevent women from going out into the world, making mistakes and learning in the process, and living their lives to the fullest. Curtailed freedom was one thing Wendy and Nicole had in common, but Wendy had chosen to break out of her prison cell and fly away toward freedom and self-realization. Men, as oppressors, can clip the wings of the women in their lives either intentionally or not, either lovingly or not – the manner, though, does not change the meaning of what is going on. Masculinism in the Story Colt’s masculinity would seem readily obvious in the light of his being a policeman. His marked skill as a gunman would serve to give his masculinity an added boost. After all, his being an adept shooter can easily be surmised to mean his being a good protector of people under his wings. As a great gunman, then, Colt has won the respect and admiration of his fellow cops in the police department, both male and female. And also as a great gunman, Colt would seem the kind of man who has little or nothing to fear. No one would guess, therefore, that for all his seemingly apparent masculinity, Colt has fears and has doubts of his capabilities and qualities as a man. In fact, the story says that having a woman around or being with one is enough to break Colt’s cool demeanor and to reduce him into a bundle of nerves. He therefore has neven been close to a woman. His life has been lived and has revolved pretty much around male friends. The story has mentioned Colt’s mom who has been murdered but was believed to have committed suicide – she might easily have been the only woman in his life. One’s childhood always leaves its imprints on the person. Events during Colt’s childhood have caused him to have insecurities and doubts about himself. These self-doubts leave no sign in the policeman that Colt has become. Such doubts and insecurities have stayed within him but have been buried way under Colt’s demeanor. In a way, Colt has been victimized by the way ladies ridicule guys they are not interested in, more so when ladies spurn those suitors whom they do not at all find attractive. Being rejected by a girl can have such an adverse impact on a guy’s confidence. Some guys even find it hard to recover their self-esteem after having been rejected by the ladies they loved. While Colt avoided women as characters he was not ready to have in his life, Cary was the type of guy who was instinctively protective of women he loved, like his sister, Nicole. Cary has grown up believing that the male sex is the stronger sex and that the females are therefore to be taken care of and sheltered. While adhering to this belief, being in helpless situations would kill the likes of Cary in their insistence that they be the protectors of the women they love. Thus, in the story, it tore Cary apart to watch his younger sister in pain and so helpless. It likewise broke his heart that he could not do what had to be done to keep them all safe from harm. Thus, independent women like Wendy would be a novelty to Colt, whose perception of women would be more of the clinging and needy sort. In the same way, frail and fragile women like Nicole would disarm Colt’s defense and lead him to overcome his fear of women, who in the person of Nicole can seem to be such weak, dependent and powerless creatures in need of somebody like himself. The story is adroitly set with twists that all served to help the characters eventually face their fears and find themselves. Works Cited Dekker, Ted. Skin. Tennessee: Thomas Nelson, Inc. 2007.