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Home › CELTA tips › CELTA tip: the language skills assignment

CELTA tip: the language skills assignment

By Pete on April 28, 2015 • ( 16 )

I think the language skills topic on the CELTA is incredibly useful. As someone who rarely uses textbooks, I’m always searching for authentic reading and listening materials to use in class. 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.

I’ve written an overview of the assignment and a few tips below. Here is a copy of my assignment , and here is a link to the authentic text on the BBC website.

What do I have to do?

Basically this, as the CELTA syllabus states:

celta assignment 3

That’s a snippet from the CELTA handbook . It only mentions the criteria for reading lessons, but there’s a breakdown for the other skills too. You’ll find this on page 8, and further info on page 17.

So, you have to prove you can do all of the above in a written assignment. This means designing your own lesson based on an authentic text (reading or listening). You must include opportunities in your lesson for students to also practise their productive skills (speaking or writing).

The assignment outline I was given was something like this:

Total words: 1000

Task: Choose one authentic text from the options your tutor will give you

  • Consider your students needs, ability, etc.
  • Don’t adapt or grade the text – if you do then it’s not authentic

Part 1: justify your choice of text (150 words)

  • Why is it suitable for your learners? Reference your background reading (Harmer, Scrivener, etc.)

Part 2: Receptive skill task design (550 words)

  • Talk about how you will introduce the text topic
  • Design an initial reading task for the students (e.g. a gist task)
  • Talk about any vocabulary that you need to pre-teach
  • Design a task where students read for specific detail
  • Explain what the tasks achieve and why they are suitable/useful. Mention background reading when you do this

Part 3: Productive skill task design (300 words)

  • Think of a follow-up task based on the text. This should be either a speaking or a writing activity
  • Write a little rationale on why you’ve chosen this task, how it exploits the text, why is it good for your learners, etc.

That’s an abridged version of the assignment, you’ll no doubt get more detailed info from your tutor, but that is pretty much it.

Tips for task design

My lesson was for upper-intermediate learners.

Part 2 : for a lead-in, get the students to talk about the topic. My text was about crazy things that people do while they are sleepwalking. What better way to get students interested in the text than having them discuss that very thing?

What crazy things might people do while they sleepwalk?

I got their ideas up on the board

celta assignment three

If you do something like this then you have the basis of your first task.

You have 2 minutes to read the text. Does the text mention any of your ideas on the board?

Students scan the text for relevant information, but also they read for general meaning (gist) as the topics above may appear in the text but worded differently.

I find this is a great initial task for reading/listening texts. Using student ideas gives them a bit of investment in the text too. I use this all the time:

(Another CELTA lesson based on a listening text about New Zealand)

Lead-in: what do you know about New Zealand? (elicit and board responses)

Orientate students to text

Gist Task: Are any of your ideas mentioned in the text?

(A lesson I made last year on a listening text about biscuits injuring people)

Lead-in: what injuries might you get from biscuits (elicit and board responses)

You can find another example in my lesson about Boudica

Detail task:

True or False questions are generally a good idea for a detail task. I won’t go into much detail here as you’ll get plenty of input about this on your course, but what I would say is this. T/F questions don’t always need a clear answer – you can manipulate your questions in such a way that will provoke discussion among students. By making the answer to a question slightly ambiguous, students may express their opinions, and in doing so they

a) might show a deeper understanding of the text

b) engage more in the text and topic

c) practise more English!

You can see an example of this in my assignment. Another idea is to include a question which may involve your pre-taught vocabulary . This is a good way to check that they really did understand it!

Part 3: On reflection, I think my productive skills task was a bit rubbish to be honest. You could do better I’m sure. However, whether it’s good or not, you can still get a good mark if you justify WHY you chose that task. My task involved creativity, my students were very creative, so…

a) it was relevant to the learners

b) it showed I learnt a bit about my learners in previous classes

c) it showed that I used what I learnt to inform my practice

So, I guess my main tip for this assignment is to justify everything you do. Think carefully about what you’re doing and why you’re doing it. Mention your learners throughout the assignment – think about what they gain from the tasks you’ve set. Get a few quotes in the assignment from experts but don’t go overboard – 1000 words isn’t much. Finally, remember what you do in this assignment as it’s extremely useful when you’re starting out!

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Categories: CELTA tips

Tags: CELTA , efl , elt , IH Budapest , language skills , language skills assignment , reading for gist , receptive skills lesson , teacher training , tefl

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What an interesting post. I love the online article that you chose about sleepwalking and this must have led to lots of laughter in class and made for a highly enjoyable lesson during which the students would have been motivated to fully engage.

In your CELTA assignment you mention the tendency for learners to take a top down approach and I agree that by upper Int stage, they will have usually developed the confidence and ability to do this, aware of the advantage of first skimming a text to evaluate it’s worth, then to scan for specific detail before reading as a whole in more depth.An essential skill for exams in fact!

However, I am currently working with low-level level ESOL learners and It is quite difficult for them to ‘let go’ of their need to translate most, if not all, unfamiliar vocabulary making reading a real chore.This ‘bottom- up’ approach can really dampen their enthusiasm for reading reducing reading to just a way of learning lists of new vocabulary.. Finding suitable authentic texts is a challenge but even in the article you used, there are certain paragraphs I could take out and use.

For low level learners, one source of simple authentic material might be the ‘Good Deed Feed’ in the Metro newspaper found in railway stations. There are lovely succinct ‘thank you’ messages which are great for past forms and vocabulary.

Another thing I’ve used is the ‘Tiny Texts’ website https://tinytexts.wordpress.com/ , but as this is written or compiled specifically for learners of English, it can’t really be described as ‘authentic’ in the strict sense of the word. And for that matter what about graded readers and adult Quick Reads which are abridged texts? I think they pay an important role in making a wider range of literature available to learners.

You’ve reminded me of and reinforced my belief in the value and importance of authentic material whenever possible. Thank you!

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Thanks so much for the comment Peter, you’ve got me thinking about authentic reading tasks for lower level learners. Rather than ramble on here, I’ll send you an email with something that might help… I really like the tinytexts link – you’re right though about it not being strictly authentic. I don’t know exactly where I stand on the ‘all texts in class must be authentic’ viewpoint which seems to have been drummed into me on my recent course. Very interesting to think about though, authentic texts are undoubtedly valuable but giving low-level learners access to them is often both difficult and time consuming!

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I remember reading an article years ago on text choice and student level. There’s a theory that you can use almost any text with any level. It’s the TASK that is designed to the student level. The article also suggested that if you are aiming to use authentic texts with learners, begin with gist tasks for a while. This raises confidence that students CAN identify purpose, origin, where important information might be in a text and the importance of layout, visuals and graphics in identifying meaning. I used some texts from Grellet ‘Developing Reading Skills’ (1981) for a ,it of my ideas and texts.

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I really love this lesson plan and article and your blog in general is fantastic! Thank you so much for sharing. I love it so much that I’ve chosen to use this article as a basis for my CELTA course final teaching practice (with credit to your blog of course). Would you have any suggestions for using this article as the basis for a speaking activity? Or any other ideas how I could exploit this text? I have 60 mins. to fill and not sure how I’m going to do it. Thank you so much again for the wonderful blog. It’s been very helpful to me during my CELTA.

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Hi, cheers for visiting my blog. Hope the CELTA is going well. A speaking task… hmmm. What about giving students a prompt about something crazy they’ve done in their sleep (e.g. ‘fed a lion’ or something). Give them time to write notes about how this might have happened (I don’t know, they were on safari or something, or they live next to a zoo and they climbed the fence). They then share their stories with each other, and their partner asks questions to get more info. Then they feed back about which story was most believable, crazy, etc… That’s off the top of my head – I’m sure you could think of a better idea though! Good luck with the course 🙂

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Thank you! Your blog has been one of my favorites of the many I have visited. Not too much longer now for my CELTA course now thankfully. 🙂

I’m revisiting this post because my trainees are about to do this assignment. I thought I’d add a couple of things-

The choice of text: 1.If you have to find your own text, it helps to choose something that the students will have some personal response to. For example, something from the local area, something that’s in the news, etc.

2.Choose a text with clear headings and subheadings, pictures or other visual clues. This will add to the context and maybe you can mix up the sub-headings and pictures so students have to match them correctly- A Gist task.

3.Don’t choose something just because it appeals to you without thinking about it’s more general appeal. Things that work- Tourist Information, leaflets about local events, articles that compare or present lists (the 10 most/best/worst of something), articles about ceremonies like weddings or cultural events like Christmas. These are rich for students talking about comparisons after they have read.

The following task: In the assignment, you will need to follow the receptive skills tasks with productive skills tasks (speaking or writing).

1.Remember the receptive skills work (reading or listening) needs to be followed by a speaking or writing task in the assignment. The texts in 3 above will all give students something to talk or write about.

2.Tasks that allow students to use the text as a model or a prompt for their speaking or writing, will work well.

Would you say that’s useful Pete?

yeah really useful! Anything else to add? We could make that into a separate post if you want. Much better to have input from an actual CELTA trainer than just my take on things…

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Thanks Nicky, very useful tips to add to my assignment task.

I think your outline was really helpful Pete.

The assignment will be slightly different depending on the centre. At our place, we provide a choice of either a reading or a listening text for trainees to choose from, but most centres ask trainees to find texts themselves.

We could helpfully make this into a separate post if you like- so one post doesn’t deal with all aspects of the assignment. Yours deals with the assessment criteria and this one deals with the choice of text.

Another post my provide ideas for the productive skills part of th assignment- often the weakest part of the assignment.

Thanks a million for sharing, its an amazing blog and very useful tips for my CELTA assignment which is due in 2 weeks. I have chosen an article on ‘Why Hydration is so important?’ for my assignment. Will definitely follow your step by step guideline.

Thanks once again for sharing.

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thank you very much for this, extremely helpful! Was this a pass or did you have to resubmit? I imagine a straight pass!

Hey, this was a pass. I got a pass A overall but I don’t know if this assignment was worth that much, probably not.

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Hi peter, thanks it was quite helpful. I am doing CELTA and finding it hard to find authentic material. I managed to find a text but it seems a bit too long, my question is can we use half of article to design some material? thanks

Hi, thanks for reading and commenting. Regarding the text, I think a lot depends on what you are using it for and whether half a text fits that purpose. For example, if you are practicing some kind of reading skill like scanning you might not need a full text. It’s hard to say and I’m not a tutor. My advice would be to show the article to your tutor and see what they think. They probably would tell you directly yes or no, but they’ll guide your thinking on how to choose appropriate texts. Best of luck 🙂

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JoannaESL

Lesson Plans and Ideas

CELTA – language skills related tasks

On CELTA you are asked to complete four written assignments. Even though you get plenty of help from your tutors, time is pretty tight, and you need to do a lot of individual research. I’d like to show you my assignment 3 with hopes that it will give you some help and inspiration on your CELTA journey.

Written assignment 3 – language skills related tasks was definitely one of my favourites. In this task, you are asked to find authentic material – a video, a song, an article – the sky is the limit, and make a lesson plan around it. I knew exactly what type of article I wanted to work on.

You see, when I first started teaching I was given the opportunity to teach a B2 group of adults at a private company. They were all great and loved discussing difficult and at times controversial topics. Since the company was located in Extremadura, Spain – the region of jamón and in general meat-lovers, I decided to bring an article on vegan burgers. The class went wild, students were engaged and brought a lot of great points to the table. That’s why when our tutor presented us with CELTA written assignment 3, I knew what to do.

Firstly, we had to select two or three pieces of authentic material and present them to our tutors. I selected two different articles from reputable websites (go for good sources with no grammar or spelling errors!):

  • Charity shops will be full of ‘treasures’ and ‘gems’ following lockdown clearouts – a very topical and hot topic back in June 2020 by Independent . An article about people doing clothes clearouts while stuck at home and donating them to charity shops.
  • Burger King ‘plant-based’ Whopper ads banned – an article by BBC News about false and misleading advertising. Another interesting and topical piece of authentic material that can lead to discussions on veganism, misinterpretation of information, fine print and many more.

I presented both of my articles and pushed hard to get a green light on the second one as I’d already had a scaffold of the lesson plan in my head. Luckily, it got approved, and I started working on it immediately. I think that out of all of the tasks, this was the easiest one and the one that took me almost no time to prepare. Scroll down to the end of the post to see the effect of my work and download it for inspiration!

So with the task being chosen and justified, I got on with planning. Following everything I’d learnt by that point, I decided to start with a lead-in by topic prediction based on visuals. Draw or show a burger, vegetables and a TV with a cross/ban sign. Give some time to discuss what they think the article is about.

language skills assignment celta

It, of course, leads nicely to the next activity – reading for gist. Since the article has about 300 words, your students can quickly skim through it to see if their predictions were correct. It is also a good opportunity for them to underline any new vocab, so you can discuss and explain any new words in the next part.

In this written assignment you are asked to prepare all the activities yourself! I decided to go with  true, false, or information not given . I thought that putting this tiny twist on this exercise would make this activity a bit more challenging. I decided to go with eight sentences, so the task is long enough but not too long so students can stay focused.

To finish this part students discuss some general questions about the article topic. The main topic is who is in the wrong – Burger King for putting fine print or consumers for not reading it. I only prepared three questions, but in a classroom situation, I would be more than happy to put more emphasis on a discussion part.

Lastly, I wanted to put a creative spin. I asked students to change the controversial Whopper and make their own, brand new BK item with the list of ingredients, the name and last but not least, the slogan! For this, I went on the  Burger King  website and took a screenshot of the way they present their burgers. Students follow the example and prepare their very own burgers.

language skills assignment celta

I had a chance to do this class in September 2020 with my B2 teenage group. It worked out well, and my students came up with the burger called  The Cheesy Queen ! I don’t think I need to share the list of ingredients as the name speaks for itself.

Good luck with your CELTA ventures! If you feel like you need some help or just an inspirational guideline to follow, don’t be shy and take a look at my assignment.

If you have already done CELTA, don’t be shy and tell me the topic of your language skills related task!

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Published by joannaesl

A CELTA certified ESL teacher based in Altea, Spain. I share my experience regarding teaching in Spain, getting into ESL from scratch, but I also like to prepare lesson plans and classroom content. View all posts by joannaesl

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The Ultimate Guide to CELTA

The Ultimate Guide to CELTA

CELTA Written Assignments – Language Related Tasks (LRT)

Looking for help with CELTA written assignments? You’ve come to the right place.

Written assignments form a major part of the CELTA assessment process and are a compulsory part of the course.  There are 4 written assignments in total but some centres conflate two of them to make one larger assignment.  In this series we will look at each individual assignment and provide you with some advice and guidance as well as highlight some of the common pitfalls.

Disclaimer: All centres create their own written assignment rubrics, make sure you check with your centre exactly what is required.  We can only provide general information here, rather than specific.  With this in mind, do you think it would be wise to pay for other peoples’ assignments to help you write your own?

person using macbook

Although centres design their own written assignments, the CELTA Syllabus and Assessment Guidelines states that for the LRT assignment:

The design of the assignment to include:

identification of significant features of the form, pronunciation, meaning and use of language items/areas and the use of relevant information from reference materials

Candidates can demonstrate their learning by:

a) analysing language correctly for teaching purposes

b) correctly using terminology relating to form, meaning and phonology when analysing language

c) accessing reference materials and referencing information they have learned about language to an appropriate source

d) using written language that is clear, accurate and appropriate to the task

All written assignments should be 750-1000 words

Source: CELTA Syllabus and Assessment Guidelines

With the above in mind, how can you make sure you can successfully complete the LRT assignment?  Firstly, you need to start learning how and what to analyse.  When writing your lesson plans you are required to analyse language and the LRT assignment is really just more of the same, possibly in more detail.  I would recommend the following books to help you:

Practical English Usage by Michael Swan

Grammar for English Language Teachers by Martin Parrott

An A-Z of English Grammar and Usage by Geoffrey Leech

Below are a couple of examples that we give our trainees when preparing them to write their LRT assignment.

Target statement: It was going to be such an exciting adventure

Checking understanding (CCQs) 

  • When was the adventure, in the past or in the future?  (In the past)
  • When was the adventure, after this statement or before? (After)
  • Was the author excited about the trip before he went?  (Yes)
  • Did the author enjoy the trip? (No)

Reference: Practical English Usage, Michael Swan

You can look at my previous Blog Post for help with CCQs

Target statement: ….before putting on our wetsuits

Checking understanding

Use visual and ask:

Has he been surfing already? (No)

Is he getting ready to go surfing? (Yes)

woman holding surfboard

Common Pitfalls 

In our centre, trainees often fall foul of the following:

  • they focus on the wrong part of the statement
  • analysis is not aimed at the level of the students (too high level)
  • CCQs don’t really check the students’ understanding
  • they forget to reference sources
  • they over-analyse and/or focus on irrelevant areas
  • trainees don’t anticipate enough problems
  • they anticipate problems that are very unrealistic
  • they go too far over the word count

Any one of the above can result in having to resubmit the assignment.  Whilst having to resubmit is no bad thing, it does increase your workload and stress levels so should be avoided if possible.

while you’re here …..

language skills assignment celta

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A CELTA Tutor based in Munich and co-author of The Ultimate Guide to CELTA View all posts by Emma Jones

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Before you go...

Find out how to save time on your CELTA assignments!

CELTA Course Assignments: Step-by-step Guide with Real Examples

CELTA course assignments are a mystery for many people. Everyone who applies for a CELTA course has heard about them, but not many know what to expect.

In fact, I see many people online posting for help with them as they feel there is not enough time to do them properly and they are often confused by the instructions.

For this reason, I wanted to go through the basics of the CELTA course assignments and explain what you can expect. However, I should tell you early on: every CELTA course centre has slightly different assignments.

Yes, they follow the Cambridge CELTA standards but CELTA centres use their own specific requirements. This depends on what they feel is the best way for you to show what you have learnt on the CELTA course.

celta course assignments

CELTA Course Assignments: What are they?

There are 4 CELTA course assignments, which are as follows:

  • Assignment 1: Focus on the learner
  • Assignment 2: Language related tasks
  • Assignment 3: Language skills related task
  • Assignment 4: Lessons from the classroom

As mentioned above, these are different for each CELTA centre so it is hard to go into too much detail here. Instead, I will give you a brief overview and some links to examples of these CELTA course assignments, available for free online (but don’t pay for any!).

A word of warning: online examples are not guaranteed to be of high quality.  They are simple tasks past CELTA trainees have uploaded to various websites.

You might also find that the assignment you are given is very different to any of the sample CELTA course assignments linked to below. With that in mind, it’s important to think about these assignments in terms of broad concepts, rather than specific points.

CELTA Course Assignment 1: Focus on the Learner

In general, this CELTA assignment asks you to comment on one student, or learner, from the group you are teaching.  The assignment is essentially a needs analysis for that student.

For this assignment, you have to focus on their background, and strengths and weaknesses in learning English. You should also give suggestions for them to improve. To get a good grade on this assignment, you will also need to refer to some CELTA books (in brief) about teaching English.

Much of your assignment will also be based on an interview you do with a particular student. Remember to organise the interview early on in your CELTA course! And no, it won’t be anything like the CELTA course pre-interview task !

The word count for this assignment could be something like the following:

  • Learner Background: 300-350 words
  • Analysis of the student’s language problems: 300-350 words
  • Suggested activities for them improve their English: 300-350 words

What you write under each section will be based on your interview with them and what you have seen them do in class. Keep a close eye on them to help you here!

Hopefully you can now see clearly why this assignment is called ‘ focus on the learner’ !

  • For a more detailed look, check this article I wrote dedicated specifically to the Focus on the Learner Assignment
  • Or check out the CELTA Survival Guide Ebook by CELTA Helper

CELTA Course Assignment 2: Language Related Tasks

For the second assignment on your course, you will need to focus on language skills and awareness.

Many people get really worried about this assignment, but you don’t need to! This is where you need to remember that the CELTA course is for people with little or no experience.

For the above, your tutors will not expect you to have a very high level knowledge of English. Just remember to follow the assignment instructions and do your best!

If you take good notes during the ‘input sessions’ on your CELTA course, these will be particularly helpful here (make sure you are taking notes you can read and understand afterwards!)

Regarding specific tasks, you will be given examples of language to work with and you will need to cover specific aspects of these.

You will likely have to explain, with examples, the following for each piece of vocabulary you are given:

  • Conveying meaning
  • Checking understanding
  • Pronunciation
  • Form (or sometimes called ‘part of speech’)
  •  Anticipated problems & solutions

Remember, it is for you to show what you have learnt up to this point. With this in mind, you should be able to find help or a guide in your notes from the input sessions you have already had.

You should also write your own example sentences – don’t be tempted to use the ones from the dictionary!

Another section of this assignment will be dedicated to grammar. 

Much of what you need to do in this section will be similar to the vocabulary section. You might need more background here, so I would suggest you do some reading before starting the course.

Reading relevant books will help you to save time later on and build your confidence throughout the course.

Some good books to help you here will be:

  • Advanced Grammar in Use
  • Practical English Usage
  • Grammar for English Language Teachers
  • (NB: all of the above are affiliate links).
For a much more in-depth look at this, be sure to check out my dedicated article for CELTA assignment 2 here   (with worked examples!)

CELTA Course Assignment 3: Language Skills Related Tasks

These tasks will be  based on an authentic piece of English language . You should have quite a bit of flexibility here to chose this, for example you could use many different types of sources such as articles, songs, videos, and so on.

With that authentic piece of language, you can then think about what you want the students to learn and make the tasks around this. You will need to explain why you have chosen this task, but this will be quite brief.

You need to do some reading for this task as it asks you to explain how to teach different skills in English.

Think about the skills as follows:

  • Receptive skills : reading and listening
  • Productive skills : writing and speaking

To apply what you have read, you will likely need to create possible exercises, or tasks, for each of these skills.

For every task you make for the skills above, you will need to give your reasoning, or rationale, for including this task in your lesson.

For example, you could possibly the students to read to get the general idea of the text (reading for gist), as your first reading task. Then, follow this with comprehension questions on the text they have read. It doesn’t have to all be about incredible tasks here, simple ones work well, too.

There are many different ways to approach this, but try to keep your aims and objectives clear in your mind at all times. If you do this, you will be fine!

CELTA Course Assignment 4: Lessons from the Classroom

As this assignment comes at the end of the course, it is mostly reflecting on what you have done.

You need to follow the instructions carefully (again!) to get a good grade. You will also need to think about things like your observations of the trainers, your peers and your own observed lessons.

This time, you will need to write about your own strengths and weaknesses. There will also be room for you to write about your development as a teacher.

Other points which might be included in assignment 4 are things like classroom management and lesson planning, among others!

It really does cover a wide range of topics, so look at what your CELTA centre wants you to do. Then all you have to do is follow what they ask for!

It might help to keep some sort of diary throughout the CELTA course to write assignment 4. It would certainly save you any time in thinking about what to write later on.

Imagine how you will feel at the end of the course; your brain might be ready to shut down!

Hence, diary notes could save you some mental energy here, with templates for this and much more included in the CELTA Student Notebook and Diary that I have made and put on Amazon – check it out now for more!

Remember to also check out my dedicated post on the Lessons from the Classroom Assignment here for an in-depth guide to everything you need!

Below is also a very detailed Slideshare presentation by Jo Gakonga of ELT Planning, an experienced EFL teacher and teacher trainer who has a fantastic website. It explains the main elements of the ‘lessons from the classroom’ assignment in detail.

Useful Links

Focus on the learner – assignment 1.

  • One example of the ‘Focus on the Learner’ assignment can be found on Scribd.com here

CELTA Course Assignment 2: Language Related Task

  • An example of the Language Related Task CELTA course assignment can be found here on scribd.com .

CELTA Course Assignment 3: Language Skills Related Task

  • A downloadable example of the CELTA course assignment 3 is available on Academia.edu – note that you will need to sign in with a Google or Facebook account to download the example CELTA assignment, but it is a safe site.

CELTA Course Assignment 4: Lessons from the classroom

  • There are many of these available online but this assignment is very personal. It’s all about  you  and your  learning.
  • These assignments are helpful for an idea of what to expect, but not more than that.
  • Again from Academia.edu, you can download a version of CELTA course assignment 4 by signing in for free . You can also click on the image below to view it.

CELTA Course Assignments: Any more questions?!

So, I think I have covered all the main points above.

If you need extra help with your CELTA course, check out the CELTA Course Student Notebook and Diary by CELTA Helper over on Amazon .

This handy notebook is designed with ready-made templates to make your CELTA course that much easier, giving you space to record all your key notes without you having think about how to organise or record your notes – just fill in the templates for things like observed lessons, planning, reflective diary (especially helpful for the final assignment) and more. I designed it to help CELTA course students get through the course – perhaps it can help you, too.

More Helpful Content For You:

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Stephen Beale

After taking the CELTA back in 2007, I have since gained over 11 years' experience of teaching English in various countries. I have also worked in EAP for several years and like sharing what I've learnt along the way here.

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Content related to english exams and courses., |celta-012| assignment 3: language skills-related task.

Hello Exam Seekers,

there’s been a while since I post something about the CELTA , so I decided that today I would give you some more hints about the assignments.

I’ve already given you tips on how to write your Assignment 1: Focus on the Learner and Assignment 2: Language Related Task . We are in April, May is almost there, so I believe that for those taking the part-time CELTA, assignment 3 will be required very soon. Therefore here are some tips for it.

003

youtube: watch?v=krZkDTxutdk

Well, differently from assignment 2 which focuses on an analysis of the language (grammar, pronunciation, and form), the Language Skills-Related is much simpler.

You are expected to write an assignment divided into four parts using 750–1,000 words. According to Cambridge, the design of the assignment includes :

  • evidence of the candidate’s background reading in the topic area
  • identification of the receptive language skills and/or subskills that could be  practiced and developed using coursebook material or authentic text
  • identification of productive language skills that could be practiced and developed in relation to that text
  • task design in relation to the text with a brief rationale

Candidates can demonstrate their learning by:

  • correctly using terminology that relates to language skills and subskills
  • relating task design to language skills development
  • finding, selecting and referencing information from one or more sources using written language that is clear, accurate and appropriate to the task

I’m going to dive this assignment into steps so that you can follow it properly.

Choose one of the CELTA groups that you are teaching and provide a class profile  which includes names, age range, professional and educational backgrounds, linguistic strengths and development needs, interests and reasons for studying English.

Keep in mind that you don’t have many words to write a profile on all of your CELTA students, só try and choose around 6 students and write something like that:

This is a pre-intermediate heterogeneous group of volunteer students in the CELTA course at _____. We follow Total English Pre-Intermediate as a course book, and sometimes we use authentic and supplementary materials.

Regular attendees

Chose a type of material to provide them (a text or an audio/video) and justify why you have chosen this text for this particular class based on the class profile.

According to my class profile, most of my students are retired and they like to travel, so I chose a video about traveling tips and I rationalized my choice:

I’ve chosen a video called Travel Tips: Real Discounts on Airfare Found!!! ( appendix1 ) because I think it’ll be interesting for this group of students since most of them love traveling abroad: Angelina loves England and every year she goes there. This year she is taking Maria Ester with her. (…) As Harmer(1988:84) says, adults “often have a clear understanding of why they are learning and what they want to get out of it”. Therefore, I believe they would all profit on having some tips about discounts on airfares.

The video contains a large range of vocabulary on the topic, and grammar points (present tenses, giving instructions) which they’ll have the opportunity to recognize in an authentic context.

This was just a snippet of my assignment part 2 rational. As you could see, I provided the video source (you should attach it to the appendix) and I explained why I chose that video relating my choice to my students’ likings and to a reference.

After having chosen the text/video, you should d esign and submit a reading/listening for gist and for detail tasks for practicing these skills and provide answers to these tasks . Don’t forget that you have to provide reference all the way long. “According to….”, “this author believes that…”, by doing that, you show that you are making conscious choices and not random.

The length and content of this video make it ideal for students to practice listening for gist and detail, because the topic matches the students’ interests and the vocabulary and structures match the pre-required knowledge for pre-intermediate students.

It would be a good idea to have a skimming task of this video, for students to be more aware of the general idea, they’d be “trying to extract a mostly general understanding of what, superficially, the audio […] is all about”(HARMER,2005:271). In this case, understand that the video is about discounts on airfares .

Task 1 (Reading for Gist)

1) Watch the video and circle the best title for it:

  • Travel Tips: Real Discounts on Airfare Found!
  • Flight Tips: How to book your flight?
  • Watch out: What makes a flight expensive?

  Answer key:  a.

As you can see in my example, I explained why it would be interesting for students to have a gist and detailed activity based on the video, and why that specific task. I provided the task and the answer key.

This was the gist task, the example of one of the exercises, remember that you have to provide at least two, okay?

Do you remember that a lesson plan should provide 4-5 tasks? Warm up/Lead in , Read/Listen for gist/detail, and follow up. Well, part 3 was focused on receptive skills, now part 4 is focused on productive skill. So at this part, you should say which productive skills could be practiced in relation to this text in a follow-up activity. Design and submit the follow-up tasks with the rationale.

As this group of students would benefit from further development of speaking skills and given their general interest in travels and tips for trips, for productive skills, I have devised some questions for the students. They have some questions related to the context (trips, tips, and pre-traveling suggestions) as exercise 3 on their exercise sheets, which they should discuss in pairs and exchange information. They would do this activity with more than one pair so that they would practice speaking and exchange personal information several times and later on expose to the class their peers’ answers as feedback and conclude the productive stage.

1) Discuss the questions below about trips and tips :

  • Do you like traveling? How often do you travel?
  • When you travel, do you use any search engine to book flights?
  • Do you think it is cheaper to book a flight online or in person? Why?
  • What was the price of the cheapest and the most expensive flight in your life?
  • Do you think that Sonia Gil’s tips were good? Why?
  • Do you think you might use her tips in the future?

Extra steps:

These extra steps are the basics: REFERENCE and APPENDIX.

At the end of your assignment include the reference to your background reading and include at least two methodology sources in your list of references. Make sure these references are cited in the body the assignment.

 Mine was like that:

Bibliography

  • GIL, Sonia (2014). Travel Tips: Real Discounts on Airfare Found!!!. Available at: < https://www . youtube.com/watch?v=jgbrVzEMolA>. Access on: 24 Jan. 2015
  • HARMER, Jeremy (2005). The practice of English Language Teaching. e. Pearson.
  • HOGAN, Jonathan T., IGREJA, José Roberto (2004). Phrasal Verbs.
  • SCRIVENER, Jim (2005). Learning Teaching. e. Macmillan.

And since you had an authentic material (a text/video/audio) from which you created your gist/detailed task, you should also provide it in your appendix. Since mine was a video, my appendix was like that:

003

By the way, this youtube channel ( Sonia Travels ), is fantastic for you to use as authentic material for classes based on trips and travels.

I hope that this text was really helpful for you to write your assignment. If you still have questions don’t forget to send us a message. Leave a comment in the comment section below or on our social media:

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CELTA Skills Related Tasks Assignment

Published by awalls86 on july 12, 2022 july 12, 2022.

For more tips and advice about CELTA, click here .

Join my telegram channel for teachers.

The skills related task is usually the third assignment on the CELTA. By this point, you have hopefully already had two assignments back with a pass (if you’re following these guides) and are getting into the swing of writing these assignments.

What do you have to do?

For this assignment you need to outline a lesson based on authentic listening or reading material. Depending on the course provider, you may be given a choice of material to use or you may have the freedom to choose any authentic material you wish.

You are required to write between 750 and 1000 words. This does not include the listening or reading material or the tasks that you design.

Choosing materials

Either your CELTA provider will give you a number of materials to choose from, or you may have complete freedom to choose any authentic material. Remember that authentic materials are those that are not designed for language learners and, therefore, have not been graded for students.

You will need to justify why you are choosing these materials for the particular students at their particular level. The centre may or may not require you to pick materials for the students you are teaching on the course. However, even if this is not required, it is a good idea because then you can actually use the lesson for one of your TPs.

When I did my CELTA, I picked rental adverts in newspapers (I had total freedom to choose). My justification for this is that I was teaching students living in the UK who were likely to need to find a place to live at some point. As upper intermediate students, I felt they could deal with a lot of the vocabulary, but that there were certain phrases that were particular to this topic and genre that could cause students problems.

And when I did this lesson as my final TP (as I say, you don’t have to teach the lesson if you don’t want to), despite suffering from a terrible cold, I can confirm that it was my strongest lesson on the course. Most notably, two of the students in the lesson were whispering to each other at one point “listen, we need this for when we move next year!”

When choosing the material, keep in mind the interests of your students and what they would like to do with English outside of the course. You also need to make sure it is of a reasonable level for the students. Of course, what really determines the level is not the text itself, but the tasks that you devise.

That said, for most tasks students will need to understand around 95-98% of the words to gain any benefit. In other words, there shouldn’t be more than one new word in every twenty. It can be a useful activity to go through the text and highlight what you suspect will be new words.

There are also tools that will tell you what CEFR level the words are in a text. You can copy and paste the text here for example and get a breakdown of the level of each word. You don’t need to reference if you use such a tool, but it can stop you making the claim that a lexically dense and difficult text is suitable for a low level.

Introducing the Material

After justifying the choice of material, you will likely need to say how you would introduce this material. Basically, you need to describe a lead in to the material that will activate the students’ schemata (their pre-existing knowledge).

It may make most sense to deal with this aspect of your lesson outline last. When you know where your lesson is heading, then it becomes easier to see what is important in a lead in.

When you’re ready to describe the lead in, you don’t need to re-invent the wheel here. Strong lead ins could include activities like:

  • discussing questions in pairs
  • watching a video clip with a question
  • ranking some ideas or pictures
  • sharing a personal anecdote (with a question for students)

Pre-Teaching Vocabulary

The next step of the assignment is likely to ask you about the language you would choose to pre-teach and why. Contrary to popular belief, it is not important to pre-teach every word that students may not know, and in fact this may be undesirable.

The main reason why we wouldn’t want to pre-teach a word is because we would then be depriving students of an opportunity to work it out for themselves. Generally, when we work things out ourselves, we tend to remember them better, so it is better if students are able to do this.

Look at these two sentences. In each a made-up word is highlighted. Can you guess the meaning:

1) The coach  grawled the team in front of the media for not working hard enough.

2) She put the book on a monpurain .

Probably, you can guess that the first word means something like criticised, since this is what a coach can be expected to do if his team doesn’t work hard. The second is much more difficult; it could be an item of furniture, but it could equally be something else. Of course, another sentence could reveal this meaning in a text, not just the sentence it first appears in.

The other important consideration for pre-teaching is whether a word is necessary to complete the task you want students to do. Of course, you won’t know that until you have designed your tasks.

Once more the three considerations for pre-teaching vocabulary are:

– Does the student know this word? (If so, why teach it?)

– Does the student need it for the task? (If no, teach it when they need it)

– Can they guess the meaning from the text? (If yes, give them the opportunity to guess)

Designing Tasks

The real meat of this assignment is devising some tasks to do with the materials. You will need to have at least two tasks and these should focus on two different “sub-skills”.

The sub-skills you may cover are reading or listening for:

  • specific information
  • detailed information

You need to make sure you understand what these three sub-skills are and that you use these labels correctly within your assignment. You are advised to read about them in more detail in the recommended books. However, in short:

Gist concerns the overall meaning of the text. A gist task therefore tests whether students have understood this correctly. For example, a gist task could be to listen to a conversation and say who the speakers are, where it is taking place and the broad topics that are covered.

Specific information is about key points of information such as a price or a fact. Such tasks test the students’ ability to distinguish these. An example could be finding the prices in a menu to price up a meal, or to listen for a reference number.

Detailed information concerns more nuanced information such as a person’s opinion or reasons. Such tasks require a deeper understanding of the text to distinguish these. Such a task could be to listen to a complaint from a customer and pinpoint the reasons why the customer is upset and what they want to happen.

When choosing tasks, we would ideally try to emulate what we really do with such texts. However, this isn’t always possibly and so our tasks often end up being somewhat artificial.

Two things you certainly shouldn’t do are:

  • Plan to have students read or listen to the text without any task at all. Always ensure students listen/read and something. This could just be answering a question.
  • Don’t plan to have students read the text aloud. They can read the text to themselves.

Post-Reading/Listening

You will also likely be expected to say what you will do after the reading or listening. This can be either writing or speaking. It is often expected listening will be followed by speaking and reading with writing but there is no reason why it has to be. Listening to a phone call, you may decide that writing a letter is a sensible follow up task. Similarly, if the students read a letter, a telephone call could be a sensible speaking task.

As with other parts of this assignment, you will need to justify why this task is applicable to the text and to the students.

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celta concourse

CELTA written assignment: focus on the learner(s)

focus

The purpose of the assignment

The CELTA handbook (5th edition) explains that this assignment allows you to demonstrate that you can:

  • show awareness of how a learner’s/learners’ background(s), previous learning experience and learning preferences affect learning
  • identify the learner’s/learners’ language and/or skills needs
  • correctly use terminology relating to the description of language systems and/or language skills
  • select appropriate material and/or resources to aid the learner’s/learners’ language and/or skills development
  • provide a rationale for using specific activities with a learner/learners
  • find, select and reference information from one or more sources
  • use written language that is clear, accurate and appropriate to the task

That's a lot to cover in 1000 words so you need to be concise and stay focused.  This is not the place to discuss general approaches to teaching.

Most centres choose one of two ways to set this assignment:

  • You may be asked to focus on a specific learner from one of the teaching practice classes or
  • You may be asked to focus on the whole of a teaching practice class.

You may even be given a choice.

Whichever assignment you are set, the considerations are the same but, obviously, more depth will be required in 1. than in 2.

This is in the genre of an Information Report and it has three parts:

  • A brief introduction stating the basic information about the learner or the class.  Say what you are doing and who the subject of the investigation is.
  • An area-by-area report giving the data you have gathered, noting strengths, weaknesses and needs as you go along.
  • sources for language and/or skills development and, if it's needed, personal support
  • ideas for language and/or skill focused activities Link this section carefully to the data you have gathered, explaining why you think the ideas will help.

You can combine the second and third areas if that makes sense to you so two structures are possible:

Choose one structure or the other.  Do not mix them up or you'll be incoherent.

individual

  • An example of the learner's writing.  The neatest way to get this is to write a short note to the learner saying who you are, giving a bit of background (age, background, personal details etc.) and asking the learner to respond in like manner.  That way, you get the personal stuff you need and an example of how well they can handle the simple language needed to give some personal data (name, age, occupation etc.).
  • reasons for learning English
  • language learning background
  • student’s opinion of their strengths and weaknesses in English
  • preferred class and activity types
  • You can, of course, gather some of this data by designing a questionnaire.  See the guide to needs analysis to get some ideas.  There is an example of a basic needs analysis form here.
  • Record the interview and listen to it again, making notes of consistent errors and the learner's communicative effectiveness.  You can provide a tapescript of some important parts of the interview to exemplify the areas you think need work in the assignment.  You will need the person's permission to do this, of course.
  • If recording is not an option, make as many notes as you can on the learner's use of English as you go along.
  • Learning style.  The new edition of the handbook (the 5th) has removed any explicit reference to learning styles because the theories that underlie such things have been comprehensibly debunked.  The syllabus now contains reference to learning preferences.  However, for reasons which are slightly obscure, some CELTA centres and tutors are wedded to the idea of learning styles.  Many will let you have a copy of something called a VARK questionnaire to give to the subject.  There is, of course, a guide to learning styles on this site but you should treat the area with great scepticism.  See also the article attempting to debunk the whole concept .

group

  • You need to set out some information about the people in the class: ages, occupations, reasons for learning etc.  See the table above.  The only sensible way to do this with a group of people is via a questionnaire needs analysis.  See the guide to needs analysis to get some ideas.  There is an example of a basic needs analysis form here.
  • You can investigate learning preferences but will have to identify from the data any commonalities in the class rather than details of each learner.  See point f., above.
  • For the final section of the assignment where you make suggestions, you'll need to be a bit more generalised and identify common aims and needs rather than individual ones. One approach is to identify the two weakest and the two strongest students and identify appropriate activities, resources and aims for them.  That should also cover everyone in between.

aim

  • The student is studying English for no apparent  purpose at the moment.  He or she may need the language in the future for some purpose but at the moment that is not clear.  The student may also need the language as part of a general education, for access to English-language websites and for travel and tourism. This student needs General English (a GE learner).
  • This student need English to settle and integrate in an English-speaking culture for an indefinite time. This student needs English as a Second or Other Language (an ESOL learner)
  • This student needs English for business and commercial purposes either because his/her professional setting demands it or because she/he is intending to study Business and/or Management. This student needs Business English (a BE learner).
  • This student intends to study in an English-medium institution such as a university or college. This student needs English for Academic Purposes (an EAP learner).
  • This student needs English for a narrow area of concern such as access to written scientific texts, to work in a particular occupation such as the hospitality industry, air traffic control, the merchant marine, the transport industry etc. This student needs English for a Specific Purpose (an ESP learner).
  • All of the above can be subdivided into a bewildering range of acronyms including, e.g., EGOP (English for General Occupational Purposes), EGPP (English for General Professional Purposes), ELF (English as a Lingua-Franca, for communication between non-native speakers of English worldwide), English in the Workplace (EiW), English for Professional Purposes (EPP) and so on.

effort

  • "I want to learn English to fit into an English-speaking culture and work and socialise." This student has Integrative Motivation (to integrate into a cultural milieu).
  • "I want to learn English to use the language in business meetings / to study a subject at university." This student has Instrumental Motivation (using the language as a tool to do other things).
  • "I love the language and enjoy learning it and speaking it." This student has Intrinsic Motivation (the pressure to learn comes from within).
  • "I have been told to learn English by my employer / parents / sponsor." This student has Extrinsic Motivation (the pressure to learn comes from outside).

Be careful not to be too dogmatic here.  People are complicated and their motivations are often obscure, even to themselves, so try to avoid statements such as

This learner is extrinsically motivated.

Prefer, instead, something a bit more careful such as:

From the data supplied in the short questionnaire, it seems that this learners is aware of the need to learn enough English to be able to function in the workplace but is also keen to access English-speaking websites and understand something of the cultures of English-speaking societies.  She has, therefore, a mix of instrumental and integrative motivation and needs English as a tool as well as for cultural access.

There is a guide to motivation on this site but you do not need all the detail now.  If you would like a simpler guide to motivation which still gives more data than here, there is one in the TKT course materials (new tabs).

Obviously, the suggestions you make will be determined by what you have discovered about the learner(s).

  • Why do you suggest it?
  • What's its target?
  • How will it help?
  • Include both ideas for activities and ideas for materials to use and topics to focus on.
  • Identify both language structure and skills needs. For example, From the data summarised in point xxx above, I would argue that a priority for this learner / these learners is to enhance his / her / their reading skills because they / he / she identify it as a weakness and this is supported by my observations.  Good reading skills are needed for study in the UK and the majority of these EAP students / this EAP student will be going on to university in the next few months.  Therefore, I suggest using xxxx in class and starting a reading club using xxxx books and resources.  The student(s) will also benefit from a specific focus on both reading for gist and reading intensively so I suggest the following activities will be helpful... or Another area of weakness I have identified in point yyyy above is the student(s)' lack of vocabulary . Therefore, I suggest a specific focus on general academic vocabulary including using yyyy as a resource and spending at least one lesson per day focusing on common academic collocations (such as reasonable to argue, arising from the data, developing the point further etc.).  This will improve the learner(s)' ability to be precise in terms of meaning and use conventional language in academic essays. The class / student will also benefit from work on cohesive devices such as therefore, firstly, finally, because, furthermore etc. as his / her / their writing shows that they avoid or misuse these structures in general (see appendix 2, and the comments in point z).  This will make the learner(s)' writing in particular more accessible, better organised and fluent.

Do not repeat yourself here.  It's not necessary and you don't have enough words to play with. What you do need to do here is identify the main facts and the most important suggestions.  In other words, prioritise .

Before you submit your assignment, here's a quick checklist.  You can have this as a PDF file by clicking here or you can mentally tick things off on the screen.

  • learning preferences
  • the questionnaire and a summary of the results
  • samples of work
  • I have identified at least 5 language problems the learner(s) have / has
  • I have given examples
  • general future work
  • specific ideas to deal with the problems I identified

Now assess yourself against the criteria for the assignment.  Here they are again.  Have you been able to:

Your tutors will maintain a record of the work you have done on the written assignments and will grade each of the criteria as follows: NS (Not to Standard), S (at Standard) or S+ (above Standard). You need to aim consistently for S or S+ grades, naturally.

If you have managed to tick all the items, well done.  Submit the assignment and move on.

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Cambridge Celta - Assignment 3 - Language Skills - part B

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COMMENTS

  1. CELTA Written Assignments

    CELTA Written Assignments - Language Skills Related Tasks (LSRT) Looking for help with CELTA Written Assignments? You've come to the right place. Written assignments form a major part of the CELTA assessment process and are a compulsory part of the course.

  2. CELTA tip: the language skills assignment

    What do I have to do? Basically this, as the CELTA syllabus states: That's a snippet from the CELTA handbook. It only mentions the criteria for reading lessons, but there's a breakdown for the other skills too. You'll find this on page 8, and further info on page 17. So, you have to prove you can do all of the above in a written assignment.

  3. CELTA

    CELTA - language skills related tasks 23 July 2021 joannaesl On CELTA you are asked to complete four written assignments. Even though you get plenty of help from your tutors, time is pretty tight, and you need to do a lot of individual research.

  4. CELTA written assignment: focus on language skill

    The CELTA handbook explains that this assignment allows you to demonstrate that you can: correctly use terminology that relates to language skills and subskills relate task design to language skills development find, select and reference information from one or more sources using written language that is clear, accurate and appropriate to the task

  5. CELTA Assignment 3

    Background and summary The framework for task-based learning as described in this paper was developed over a period of time in the 1980s, working with students aged 14 and upwards in both multilingual and mono-lingual classes in a number of teaching environments.

  6. PDF CELTA Syllabus and assessment guidelines

    CELTA Certificate in Teaching English to Speakers of Other Languages Syllabus and assessment guidelines December 2022 Contents Introduction Syllabus overview Topic descriptions Topic 1 Learners and teachers, and the teaching and learning context Topic 2 Language analysis and awareness

  7. Assignment Three: Language Skills

    Learn how to deal with assignment three on the CELTA course. You will find a step-by-step analysis of the assignment and examples of how to cover all its parts.

  8. CELTA Written Assignments

    CELTA Written Assignments - Language Related Tasks (LRT) Looking for help with CELTA written assignments? You've come to the right place. Written assignments form a major part of the CELTA assessment process and are a compulsory part of the course.

  9. CELTA Assignment 2: Language Related Tasks

    For CELTA Assignment 2, you will need to focus on language skills and awareness. To complete this assignment, you will likely be given a short text with examples of language to ana lyse. These examples are usually pre-selected for students

  10. CELTA Course Assignments: Step-by-step Guide with Real Examples

    Assignment 1: Focus on the learner Assignment 2: Language related tasks Assignment 3: Language skills related task Assignment 4: Lessons from the classroom As mentioned above, these are different for each CELTA centre so it is hard to go into too much detail here.

  11. CAPPELLO CAMBRIDGE CELTA ASSIGNMENT 3 Language Skills Authentic

    This source of information is useful for native speakers as well as for us, that are learning and improving English Language as a second language that intend to be future teachers or interpreters from English to respective languages.To Learn and improve English language are used the four main skills: Listening, Reading, Speaking (Communicating) ...

  12. |CELTA-012| Assignment 3: Language Skills-Related Task

    STEP 1: Choose one of the CELTA groups that you are teaching and provide a class profile which includes names, age range, professional and educational backgrounds, linguistic strengths and development needs, interests and reasons for studying English.

  13. CELTA Toolkit

    In this free resource you will find support with: All aspects of classroom management. Teaching receptive & productive skills. Teaching grammar, vocabulary and pronunciation. Guidance for CELTA assignments. An invaluable and popular resource for all CELTA, TESOL & TEFL trainees and novice language teachers. Dip in and out for help, revision or ...

  14. CELTA Language skills related assignment support

    An overview of the CELTA Language skills related assignment - one of the four assignments on the CELTA course.

  15. CELTA Skills Related Tasks Assignment

    What do you have to do? For this assignment you need to outline a lesson based on authentic listening or reading material. Depending on the course provider, you may be given a choice of material to use or you may have the freedom to choose any authentic material you wish. You are required to write between 750 and 1000 words.

  16. CELTA Resource Library- Language Skills Related Task

    Free online resources for the 'Language skills related task'- one of the four assignments on the CELTA course

  17. CELTA Assignment 3: Language-Related Skills

    CELTA Assignment 3 Language Skills Related Tasks 2020 • Alaa Albishri Download Free PDF View PDF CELTA tip: language analysis assignment Mohsen Mac Download Free PDF View PDF Sections taken from working document of the English Language Training Centre (ELTC) for the Training year 2012 Refat Aljumily Download Free PDF View PDF

  18. ELT Concourse guide to CELTA: assignment focus on learner

    The CELTA handbook (5th edition) explains that this assignment allows you to demonstrate that you can: show awareness of how a learner's/learners' background (s), previous learning experience and learning preferences affect learning identify the learner's/learners' language and/or skills needs

  19. (PDF) CELTA Language Skills Related Task 1

    Language Skills Related Tasks (LSRT) Assignment Koki Shimazu 1. For my Language skills related tasks assignment, my choice of authentic reading material for a pre-intermediate level group of learners is "Japan Maglev train breaks world speed record again" from BBC news online.(21 April 2015) BBC news is one of the most popular and widely read news site and students living in the UK would ...

  20. CELTA Assignment 3 Language Skills Related Tasks

    CELTA Language Skills Related Task 1 Koki Shimazu CELTA assignment 3 Download Free PDF View PDF Approaches and Methods in Language Teaching -Approaches and Methods in Language Teaching, Second Edition Fatima Usma Download Free PDF View PDF MA in Didactics of Foreign Languages English Department Blida 2 University Maamar Missoum Download Free PDF

  21. Assignment 3

    Assignment 3 - Skills Related Task CELTA - Free download as Word Doc (.doc / .docx), PDF File (.pdf), Text File (.txt) or read online for free. skill-related task for my CELTA course.

  22. CELTA Assignment 3 Language Skills Related Tasks

    CELTA 2020 Language Skills Related Tasks Alaa Albishri CELTA Assignment #3 Language Skills Related Tasks Introduction: The material that I have chosen for the receptive task is 6 Ways to Beat Stress by Tchiki Davis, Ph.D. It is an article in Psychology Today websites, December 28, 2017. This article highlights how to deal with stress in ...

  23. Cambridge Celta

    2015 • JEELS (Journal of English Education and Linguistics Studies) Reading as one of language skills plays significant roles in the teaching English as a foreign language. Since the teacher still uses the conventional way to teach reading, students' ability in reading comprehension seems still unsatisfactory yet.