CELTA Skills Related Tasks Assignment

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

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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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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.

skills related task 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.

skills related task 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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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.

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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:

  • facebook.com/ExamSeekers
  • @ExamSeekers

Don’t forget to follow us!!!

Have a great weekend, Patty

Like and Share!!! 🙂

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Written Assignments

Written assignment cover page & resource.

Please use (and complete) a Written Assignment Cover Page for the first page of ALL of your written assignments.

ALL Written Assignments must be submitted in Word (doc or docx) format.

Download the Written Assignment Cover Page (docx)

If you don't have Word, use this Written Assignment Cover Page (Google Doc - Go to "File" (top left), then "Download" to download in various formats).

Before you get started on your Written Assignments, you can refer to this handy Written Assignment Resource that we've put together to give you a starting point for your research and other helpful resources for getting started with and completing each of the tasks below.

LSRT - Language Skills Related Task

Download the LSRT Rubric

Download the LSRT Guidelines

Download the LSRT Sample

For this assignment, choose an authentic reading text to practise and develop your learners’ reading skills. Choose a text which is suitable for one of your teaching practice classes.

Design a receptive skills lesson and describe the procedure of your lesson in prose, including the following information:

Say why you have chosen the text, comment on its suitability for use in the classroom and say which level you would use it with. Submit a sourced copy of the text with your assignment.

Design a lead-in , saying how you would raise your learners’ interest in the topic of the text.

Design an initial reading task and state which sub-skill(s) it practises. Include the task (with answers) on a separate handout.

Design a second reading task and state which sub-skill(s) it practises. Include the task (with answers) on a separate handout.

Design one or two productive skills follow-up tasks (speaking or writing) which capitalise on the interest generated by the text. Include the task(s) with your assignment.

Provide a rationale for doing each stage and task. Reference at least one methodology text to support your ideas.

Assessment criteria

The assignment should be written in continuous prose, with clear headings and paragraphing.

Cambridge English specifies that for the Language skills related tasks assignment, successful candidates can demonstrate their learning by:

correctly using terminology that relates to skills and sub-skills

relating task design to language skills practice

finding, selecting and referencing information from one or more sources using written language that is clear, accurate and appropriate to the task.

Word count: 750 – 1000 words

LRT - Language Related Task

Download the LRT Rubric

Download the LRT Guidelines

Download the LRT Sample

Download the LRT Rubric and you will see a typical text that you might get students to read in class. It contains some useful language for Part 1 of your assignment. ( Your TP Language Analysis Sheets will be Part 2 ; read the rubric for details – link above).

Look at the items from the text in the box below. Choose one of the grammar structures and do the following:

analyse the meaning , describing how you would check students’ understanding. Use concept checking questions and some other clarification techniques if necessary, e.g. timelines, personalisation.

highlight the form

highlight key pronunciation features

focus on appropriacy where necessary

anticipate problems that students might have with meaning, form, pronunciation and appropriacy and suggest solutions . The solutions for problems with meaning could include some of the same techniques you used to analyse meaning, e.g. concept checking questions, timelines and personalisation

state which references you have used to help you in your analysis.

…everything that has happened to us during the day. (grammar)

…but sooner or later we have to sleep . (grammar)

If scientists invented a pill which, if you took it, would keep you awake for ever, would you take it ? (grammar)

Two example answers, one grammar and one lexis, have been done for your guidance. These can be found in the Guidelines for Assignment 2 link above.

Cambridge ESOL specifies that for the Language related tasks assignment , successful candidates can demonstrate their learning by:

analysing language correctly for teaching purposes

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

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

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

FOL - Focus on the Learner

Download the FOL Rubric

Download the FOL Guidelines

Download the FOL Sample

In this assignment it is possible to focus on an individual adult learner or a group of adult learners (age 18+).

Part A: Write a profile of the learner(s)

In the profile it is important to include the following information about the learner(s):

Level, nationality and mother tongue.

Background and learning experience, with particular regard to learning English.

Reasons / motivation for learning English and what you consider to be their needs.

Preferred learning style(s) and the activities which they enjoy most and benefit from in class.

Details of their strengths and weaknesses. There should be a balance of grammar, lexis, pronunciation and the four skills (reading, listening, speaking and writing). This analysis will help you prepare for the second part of the assignment.

Refer to at least one reference book to support your observations.

Word count for part A: 550-700 words

Part B: Identify language problems and provide suitable activities from published material to address these.

For this part of the assignment choose two specific language problems. Use your analysis of the strengths and weaknesses in part A to help you identify two key areas which the learner(s) need help with. Focus on problems with grammar, lexis and pronunciation, but avoid choosing two problems from the same area, e.g. two problems with grammar.

Find one activity that could be used with your learner(s) for each problem . You need to find two activities in total. You should hand these in with your assignment. These activities must be from other published material, and not from coursebook material you are using, or have used, on the course. Give a rationale for why you chose each activity stating:

Why you have chosen to focus on that area of grammar, lexis or pronunciation.

What exactly the activity you have chosen practises. Do not include a description of how you would use the activity.

Why you believe the activity is appropriate for your learner(s). Consider whether it is engaging, meaningful and culturally suitable.

Word count for part B: 200-300 words

The assignment should be written in continuous prose, with clear headings and paragraphing. Although it might be necessary to discuss and share data with your colleagues, assignments must be written independently.

Cambridge English specifies that for the Focus on the learner assignment, successful candidates can demonstrate their learning by:

showing awareness of how a learner’s / learners’ background(s), previous learning experience and learning style(s) affect learning

identifying the learner’s / learners’ language/skills needs

correctly using terminology relating to the description of language systems and language skills

selecting appropriate material and / or resources to aid learner’s / learners’ language development

providing a rationale for using specific activities with a learner / learners

finding, selecting and referencing information from one or more sources.

Total word count: 750 – 1000 words

LFC - Lessons from the Classroom

Download the LFC Rubric

Download the LFC Guidelines

Download the LFC Sample

This assignment is linked to your own experiences and progress in teaching practice, your observation of peers, your ‘live’ observations of experienced teachers and the filmed lessons in the Observation Room .

Please organise your assignment under the following headings:

Your teaching strengths Identify at least three areas of teaching which you have improved on during the course and state how you have achieved this progress. You should include specific examples from lessons you have taught and feedback comments from trainers, other trainees and your teaching practice students.

Areas for improvement Identify at least three areas of teaching you need to work on and make suggestions on how to improve on these after the course. Give examples from your teaching and include comments from trainers, other trainees and your teaching practice students to justify your suggestions.

Observations of other trainees and experienced teachers Identify particular strengths and skills you have observed, commenting on both your peers and experienced teachers. You should include specific examples of skills and techniques you would like to use in the future, and say how you will incorporate them into your own teaching.

Further development after the course Say how you intend to increase your knowledge of ELT after the course. State which sources you intend to use to find out information about new methods and approaches. You should also say how you intend to develop your teaching skills in the future.

Cambridge English specifies that for the Lessons from the classroom assignment, successful candidates can demonstrate their learning by:

noting their own strengths and weaknesses in different situations in light of feedback from learners, teachers and tutors

identifying which ELT areas of knowledge and skills they need further development in

describing in a specific way how they might develop their ELT knowledge and skills beyond the course

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.

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ELT Planning

Tefl tips and ideas from a developing teacher.

skills related task assignment celta

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!

Like Liked by 2 people

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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.

Like Liked by 1 person

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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CELTA: online study

Getting a CELTA Pass A: Example CELTA Lesson Plans & Assignments 👨🏻‍🏫

Here’s everything I learned in the process of earning CELTA’s top grade, plus something you won’t find elsewhere: Pass-A-quality example lesson plans, assignments, and more.

Are you doing a CELTA course and shooting for an A? Or just want to learn more about what it takes? You’re in the right place.

I’ll start by being more pessimistic, but then I’ll dial it back. First, here’s Jo Gakonga with a short summary of the CELTA assessment guidelines :

Jenna Cody also has a great write-up about her experience getting a Pass A, and how difficult/intense it was.

Both Jo and Jenna want you to know that you probably shouldn’t be aiming for a Pass A. Jo starts out with this line: “The rather harsh truth that you might not want to hear is that you’re almost certain not to get a Pass A at CELTA. They don’t give that very easily.” And here’s Jenna: “I highly doubt that someone on the CELTA course with zero teaching experience could get a Pass A unless they were preternaturally talented or had some indirect experience.” Then there are Cambridge’s published grade stats , broken down by country and year. The 2019 results show that 6.5% of students got a Pass A, and in 2018 it was 5.4%.

So how hard is it? Getting a Pass A will take a lot of work, but I think everything above paints too pessimistic a picture. I got it without any teaching experience, and I don’t think I’m that talented. There are lots of things you can do to improve your odds, and I’m here to help!

My first advantage was that I did a semi-full-time six week course, and I wasn’t working while doing it. Four week courses are probably the most common, and the limited time is why CELTA is described by almost all students as intense. I was very grateful for the extra two weeks in my course, and it definitely gave me more time to polish everything I did. So for starters, don’t do a four week course if you can help it. However, in order to find a course with a longer schedule, you might need to shop around internationally…

Choosing a CELTA Training Center

It used to be that you had to do the course in person. Covid changed that. Now you can shop around internationally and attend online, choosing the center that fits your budget, ideal start date, course duration, and time zone. CELTA is highly standardized and teaching centers get close scrutiny from Cambridge, so I’m guessing that tutors in most centers are at least decent. And no matter where you take the course, your tutors and students will all be speaking English.

I went with International House Mexico . In addition to being one of the best priced centers in the world, their time zone is friendly for US students, and most of their instructors turned out to be excellent.

Note that many companies teach Cambridge’s CELTA course, which was confusing to me at first when trying to choose where to take it. The biggest players are International House and Teaching House , both of which have many locations around the world. But there are many other training centers and universities that also teach CELTA. Cambridge’s official site can help you sort through them all by country and city, but its UX is not great. StudyCELTA has an easier to use search that lets you find places based on CELTA course type (online intensive, online part time, online blended, full time face to face, or part time face to face) and course starting date, but they only show testing centers that they partner with. I used a mix of both websites to narrow down my choices.

Example Materials

Probably one of the more useful things you can do (even more than giving yourself extra time for the course) is to learn from high quality examples. CELTA tutors will conduct some demo classes and probably give you example materials for some (but not all) assignments, along with example teaching practice (TP) lesson plans from a prior student or two at their center. You should definitely learn from those! However, the quality of the written materials may vary. Some will definitely not be at Pass A level. So here I’m providing examples of my own work to give you ideas about how to approach and structure things and give you a sense of the level of work that will be needed. If this helps you, please let me know in the comments!

These are meant to be examples only. Don’t use any parts of them directly. Cambridge holds the submissions of all past CELTA students, including me, and they put assignments (and possibly other work) through plagiarism detectors. They’ll deny you a certification at the end of the course if they detect that you reused someone else’s work.

  • CELTA Assignment 1: Focus on the Learner (FOL)
  • CELTA Assignment 2: Language Related Tasks (LRT) — Includes tutor feedback
  • CELTA Assignment 3: Language Skills and Related Tasks (LSRT) — Includes tutor feedback
  • CELTA Assignment 4: Lessons from the Classroom (LFC) — Includes tutor feedback
  • CELTA TP6 Lesson Plan: Functional Language
  • TP7 Print Sheet — Streamlined copy that I used as my reference during class
  • CELTA TP8 Lesson Plan: Writing — Includes tutor feedback
  • CELTA Self Evaluation for TP6
  • CELTA Self Evaluation for TP7

Hopefully, yours come out better than mine!

Although your written materials might help push you over the edge from a regular Pass into Pass B or Pass A , of course they’re not everything. Being an effective teacher during your teaching practices is the baseline, and is at least as important. So I’ve got more tips…

  • This will mean an additional 45+ minutes of prep for each lesson, but I found it so beneficial that I stuck with it every time. During every dry run, my first pass was somewhat rough and I was able to make adjustments that made it better the second time around when I had real students. It helped me understand where things weren’t working and also where I needed to shorten things to stay within the available time.
  • Your first few dry runs will also be good opportunities to make sure you’re fully comfortable with any tools you’ll need like Zoom whiteboards/breakout rooms, Google Slides/Forms/Jamboards, etc.
  • After submitting a TP lesson plan, prepare a streamlined version that you can print in advance of your lesson (see the example I included above). This printout should be easy to read at a glance and exclude any fluff you won’t need during the lesson (references, detailed language analysis, etc.).
  • Incorporate any feedback tutors give you into your very next TP if possible, or as soon as appropriate. They want to see you show growth and responsiveness to feedback during the course. If your style or preferred teaching methodologies are different than theirs, that’s fine to go back to after the CELTA course. In the meantime, you should follow the opinionated approach that you’re paying them to teach you.
  • Participate at least a little in post-TP peer feedback, and write meaningful self evaluations. Both are expected for students with high grades. To make self evals easier to write, I waited until getting TP feedback from my tutors and incorporated parts of their feedback into what I wrote.
  • It’s okay to ask more questions about assignments since that’s not held against you in the same way.
  • For me, my tutor said that if I was scored then, I’d probably get a Pass B. He also gave helpful tips on where to focus to continue doing better.
  • After my next TP, I asked if I’d made enough progress on the areas he mentioned to be on track for Pass A, and I got even more advice.
  • I was told that Pass A students typically include lots of scripting in their TP lesson plans, including for any instructions, transitions between lesson stages, ICQs (instruction checking questions), and CCQs (concept checking questions). Make sure your scripts are concise and use appropriately graded language for the level of your students. I started out a bit wordy, and continually got feedback about reducing TTT (teacher talking time).
  • Learn everything you can about your language focus for the lesson, and make sure to include a language analysis table or section in every lesson plan. In addition to this being important for higher grades, the time I spent on this helped me several times with questions from students. I had solid answers for them as a result of the research I’d done beforehand, even when I hadn’t intended to include the more detailed coverage in the lesson.
  • Since all assignments are allowed to be resubmitted once, CELTA tutors stress that failing an assignment on the first try is no big deal and that you can think of the first submission as a draft that you’ll get feedback on before submitting the final version. But I wouldn’t rely on this. Based on what I gathered from them, getting a Pass B will be hard if you need to resubmit more than one assignment, and Pass A might not be possible with any resubmissions. Take extra time before submitting to get your polish in on the first try.
  • One of my tutors said assignments have a 10% word count leeway, so there’s no need to spend extra time e.g. shaving off a few more words if you’re over the limit. But you might want to confirm with your own tutors beforehand that it’s okay to rely on this.
  • Be organized and on time for everything. My recommendation: Prepare a detailed checklist each week of everything you need to do that week (see the example below). The schedule given to me by IH Mexico was kind of a mess—it was hard to follow and too high level for me. Partly as a result, my peer that I worked most closely with occasionally prepared for the wrong things or didn’t realize an assignment was due until the last minute. My checklists made it much easier for me and made me feel good about completing even small things that I’d then get to check off.

Following is my checklist for week five that I wrote in Evernote (which lets you easily create lists with checkboxes). I marked things to show up live for (Zoom calls) with 🎙️, and deadlines with ⏰.

  • 🎙️ Monday 11am: Live group class
  • Read tutor feedback for LRT assignment
  • Read guided lesson plan
  • Read examples and references
  • Read my prep notes from 12/04
  • Review demo lesson
  • ⏰ Wednesday 2 hr before: Submit final online
  • Prepare print sheet
  • Read my prep notes from 12/04 and 12/09
  • ⏰ Friday 2 hr before: Submit final online
  • Dry run beforehand
  • ⏰ Thursday: Write and submit self evaluation
  • Read tutor feedback
  • Guided lesson planning session for next week
  • ⏰ Saturday: Write and submit self evaluation
  • Unit 14: Correction
  • Unit 18: Lesson Planning 2
  • Unit 19: Writing
  • Unit 20: Recording & Recycling Language
  • Observation: Task-based learning: Justin Vollmer (1 hr online)
  • Ask tutor about delta between my current performance and Pass A
  • Read instructions
  • Read suggested resources and examples
  • Fill in CELTA-5 info for the week
  • Finish draft of to-do list for week 6

If any of this helped you, let me know! And feel free to share your own advice.

Are you preparing for CELTA? Then check out my post on the best English teaching books to help you prepare.

16 thoughts on “Getting a CELTA Pass A: Example CELTA Lesson Plans & Assignments 👨🏻‍🏫”

This is amazing! Thank you so much for your insight and all the detail you included! I start my CELTA this coming Monday! I’m also doing it with IH Mexico City, but I’m taking the part time course, so it will be spread out over 12 weeks. Fingers crossed!

Go get ’em, Pedro!

Hello! Cheers, i took my CELTA with IH Izmir i just completed my TP8 today im just hoping for the best although i must say the assignments really did my braincells dirty

Cheers, Dion! Congrats on completing the course. I liked the assignments (partly because I like writing generally), but they did take a lot of time.

Hello Steven!

I cannot adequately express how thankful I am to you for writing this article and including the resources above. I have been looking for an encouraging article from a CELTA graduate who passed with an A but had no prior teaching experience.

I saw your comment on Lao Ren Cha’s Blogspot page, and it nearly brought tears to my eyes. It has been so discouraging to continuously read about how one must settle for a ‘pass’ if they have no prior teaching experience.

My goal is an A pass as well, and I will religiously follow the advice here.

Thank you, thank you, thank you!

Thelma, it’s great to hear this was helpful! Clearly, you’re highly motivated and ambitious, and I’m sure you’ll have great advice to share with others after you’re done. Wishing you the best!

Thank you very much, Steven! I appreciate the encouragement!

I hope you are well.

I have returned to thank you for providing examples of your work. It really helped me to put my best foot forward during the course. I have just received my recommended grade and it’s a PASS B. What was that saying about the best laid plans of mice and men? 😀

Nonetheless, thank you so much for this helpful article and the examples. Much appreciated!

Congrats, Thelma! Pass B is dope! I know you were hoping for the A, but I think B is equal to A in terms of opening a few more doors for people without prior teaching experience. You’ll be a badass teacher. 😀

Thank you for the encouragement! Much appreciated!

Thank you so much for the tips and details of lesson plans. I am doing Celta and it’s taking a toll on my health. I can’t grasp evrrything,it’s just too hectic to do TP today and then prepare for next TP the day after next plus not forgetting assignments etc.. i am sure if one can learn all in 4 weeks ?

Thank you so much for writing this article! It’s absolutely fantastic and filled with a lot of extremely useful information. I’ll be starting a 4 weeks CELTA program in April 2023 (didn’t have the option of a semi-full time unfortunately) and was wondering about the TP sessions for each skill…will the course tutors give us specific topics to teach or do we get to select which texts/books to teach students for these sessions? For example, for planning and teaching reading skills, do we get to decide what to teach within this for the teaching practice session to fulfill the language skills related task?

Thanks in advance!

Thanks, Babloo! In my case at least, the reading class was TP1, and because it was earlier in the course there was more guidance on the topic and what to include. I was given a section from an English coursebook to extract the reading material from.

This is so useful, thank you. Apologies if you’ve already said elsewhere and I missed it… how much experience did you have with the English International Phonetic Alphabet (IPA) before starting CELTA? Thanks!

None. I learned it as much as I needed to during the course. You indirectly raise a good point, though, that it would be very helpful to gain at least basic knowledge of the English IPA beforehand.

Heyaaaa, just wanted to say that 2 years later this post is still very extremely much… SUPER helpful!! Especially the attached samples, carried me through. I’m in my final two weeks of (part-time) CELTA. (fingers crossed).

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  • About language

celta concourse

CELTA written assignment: focus on language skill

skill

The purpose of the assignment

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

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 generalities.

This is an overview only.   For more on skills, go to the initial-plus training section on skills .

The skills look like this:

skills

The 4 main skills can be broken down into subskills (and should be).  These include, very briefly and incompletely:

  • skimming (reading for general gist)
  • scanning (reading to locate details)
  • intensive reading (reading for the fullest possible understanding)
  • extensive reading (reading to follow the gist or get the general picture)
  • listening for relevance (rather like reading for gist)
  • monitoring (listening to spot something important)
  • intensive listening (trying to understand as much as possible)
  • extensive listening (listening to follow the main points of what is being said)
  • interaction (speaking to oil social wheels and maintain relationships with people)
  • transaction (speaking to get something done such as getting a service, asking for information, giving an explanation etc.)
  • turn-taking (understanding when to speak and when someone else wants to speak)
  • long turns (holding the floor, giving presentations etc.)
  • brainstorming
  • understanding the audience
  • planning what to write

We may focus on individual subskills but should not lose sight of the fact that people use many of them in combination or that, of course, most speaking also involves listening and much writing involves reading.

For the two receptive skills in particular, the knowledge that we use to understand can, very roughly and very briefly be divided into two sorts:

  • our knowledge of how a text is structured and where the important information will be
  • our knowledge the world around us
  • our knowledge the intentions of the writer or speaker
  • our ability to predict what will be heard or read
  • the sounds and writing systems of English (phonemes, connected speech phenomena, spelling, punctuation etc.)
  • the meaning of the lexis and idioms of the language
  • the grammar of the language
  • how links are made in texts using pronouns, conjunction and other devices

Your centre will probably give you a set of instructions for your assignments.  You'd be foolish to ignore these. What follows is generic advice.

Some centres give you a choice of skills to write about, some may oblige you to focus on two specific ones and some may even give you a free hand.

This assignment is quite broadly based because the regulations require you to focus on both receptive and productive skills in relation to a piece of material or text (and for our purposes, the term 'text' applies to both written and spoken language). Before you start, review the guide to Topic 3 of the CELTA syllabus .

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

  • A brief introduction stating the focus of the assignment and why you think the area is important. For example, I have chosen to focus on reading skills using the text in the appendix, specifically on reading skills needed by elementary learners (A1 and A2 level) operating in an English speaking environment because the abilities to extract the gist of what they encounter and decide on its relevance to them are crucial. I shall also be suggesting ways to use the text as a basis for a lesson on writing a short email to a friend.
  • For example, if you are using the text to practise identifying the topic and reading for gist, you will need to suggest what sorts of activities you would use and, crucially, why.
  • Now you need to go on to outline how you would use the text as a stimulus for writing, in our example.  You need to say why the text is appropriate, what skills of writing you are targeting and what the outcomes in terms of developing the learners' writing skills are going to be.
  • If you have the space, you may like to include a brief conclusion saying why the skill(s) may cause problems for learners.  You can also include this in the discussion above, of course.
  • For reading Grellet, F, 1999, Developing Reading Skills , Cambridge: Cambridge University Press Hudson, T, 2007, Teaching Second Language Reading , Oxford: Oxford University Press
  • For listening Field, J, 2008, Listening in the Language Classroom , Cambridge: Cambridge University Press Wilson, J, 2008, How to Teach Listening , Harlow: Pearson Longman
  • For writing Hedge, T, 1990, Writing , Hong Kong: Oxford University Press Harmer, J, 2011, How to Teach Writing , Malaysia: Pearson Education
  • For speaking Bygate, M, 1987, Speaking , Oxford: Oxford University Press Thornbury, S and Slade, D, 2006, Conversation: From Description to Pedagogy , Cambridge: Cambridge Language Teaching Library Thornbury, S, 2005, How to Teach Speaking , Harlow: Longman Pearson
  • For all skills Hedge, T, 2000, Teaching and Learning in the Language Classroom, Oxford: Oxford University Press

Graphically:

skills structure

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.

  • I have chosen a suitably limited area to analyse
  • I have made it clear in the introduction and the title what it is
  • I have analysed the subskills learners need for the skill in question
  • I have linked the analysis of subskills to the activities I suggest to develop each one
  • I have said why the skill and its subskills may present problems for learners

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.

This site is a good place to start but you will also, presumably, have access to references of one kind or another (see the list above). Once you have decided (or been told) which skills you are analysing, use these links to find what you want on this site:

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CELTA Assignment 2: Language Related Tasks – Clear Guide

Introduction.

This post intends to give an overview of CELTA assignment 2 and what is expected. It uses a generic example to work through answers so please be aware that not all centres would give exactly the same question but there should be many similarities.

Included in this post are the following points with comments and explanations:

  • Learning objectives for this CELTA assignment
  • Assignment guidelines and rubric from Cambridge
  • Main points to note
  • One for a point of grammar
  • followed by one for an item of lexis

After reading this article, you should have a clear idea of how best to answer the points in this assignment.

Please refer to your centre or tutors in case of any doubts about the points made in this article if they are different to what you have been told on your course.

As a rule, always go with what they say as they are the ones who are going to mark your work!

One a further point to note is that links in this article are affiliate links. This means no difference in price to you but clicking through these links means a small commission for CELTA Helper to keep the site running. If you do not wish to use these links, you can easily find the books online.

This assignment usually comes after the Focus on the Learner assignment .

The key to completing this ‘Language Related Tasks’ assignment successfully is by thinking about it as if you were preparing to teach the points that come up.

If you write with students in mind, you will stay focused on the task and should have clear and precise answers as a result.

What you have to do for CELTA Assignment 2: Main Idea

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

The texts shown in example versions of this assignment which are available online are often from pre-intermediate or elementary coursebooks.

These extracts focus on simple parts of grammar and vocabulary. 

However, you will still need to explain these points clearly and succinctly to get a good score on this assignment!

You will usually have to analyse the following points:

  • two items of grammar
  • two items of lexis (which relates to vocabulary)

Instructions for the Language Related Tasks in CELTA Assignment 2

Below are some points to help you get familiar with the instructions/rubric for CELTA Assignment 2 , as appearing in the CELTA Syllabus  document:

Word count for the ‘Language Related Tasks’ assignment

Length: 750–1,000 words

This might seem like a lot of words, but answering all of the points for all of the questions needs this amount of  words!

My advice is to focus on answering each question thoroughly and systematically and not to worry about the words until the end.

Make sure you answer each part in enough detail and it will be fine.

However, if you often write too much, think of it as 4 different sections, with no more than 250 words per sectiswon.

Counting words per section should therefore help you to stay on task.

Learning Objectives for CELTA Assignment 2

The learning objectives from the Cambridge CELTA syllabus for CELTA assignment 2 are as follows:

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

With this in mind, you will therefore need to focus on correct identification and analysis of the language items you select.

You will also need to use terminology in the right way and from relevant books like:

  • Swan’s Practical English Usage
  • or Parrott’s Grammar for English Language Teachers

These books, among others, can also be used as references in your assignment, which you have to include, as stated above.

You can place references to these books at the end of the document, or perhaps at the end of a relevant section. Ask your tutors for their preferred way to do this.

For help with referencing, see the relevant section in a previous post to help you save time on your CELTA assignments .

The last thing to think about is using clear, concise language.

You can write in short sentences for this assignment, which are often clearest for the reader.

Now that you have an idea of what you need to produce, let’s look at how to answer the questions for the language related tasks assignment .

Answering Each Part of CELTA Assignment 2

You will likely have to explain the following aspects for the examples of language you are analysing:

Meaning Form Pronunciation Appropriacy (in parts)  Anticipate problems learners might have Note all reference materials you have used

Let’s deal with each of these points using two examples, first for a point of grammar, and then for a point of lexis.

Example of a Grammar Point for Analysis

Let’s say one of your example sentences for grammar analysis is the following:

She’s just been to the shop

(I know, it’s a very short and simple sentence, but it should help to clarify things!)

The meaning answer needs to show a clear understanding of the key grammar point.

e.g. “In this example, “‘s just been” is used to show a recently completed past action.

One sentence should be fine here. Just make sure you summarise the main point of grammar and you will be fine!

Think of this as building blocks of language (which is the way I like to teach it when drawing it on the whiteboard!)

       have/has + just + been + to + place She has (or ‘s) just  been to the shop

You could write something like the following to answer this (but please also follow what your CELTA tutors tell you – they might have differing opinions on the styles and how to do this!):

  • This structure is called the present perfect (simple) tense.
  • The verb ‘have’ is always needed as an auxiliary verb for this tense.
  • ‘has’ is the 3rd person singular form of the auxiliary verb for the subject ‘She’.
  • It is then followed by a past participle of the relevant verb, which is ‘been’ in the example sentence.
  • This is then followed by the preposition ‘to’ to describe the place visited.
  • The contracted form of the ‘has’ is ”s’, which is common in spoken English.
  • The word ‘just’ here shows that it is a recently completed action in the past. 

It’s unlikely you would have enough words available to write all of the sentences above for one point, but it gives you an idea of how to do it.

And that’s all for the meaning section!

3. Pronunciation

There are 3 main parts to think about here:

Part 1: Phonemic transcription of the words to show ‘how’ they are spoken

Part 2: stressed words in the sentence.

  • Part 3: Connected speech

You do not have to write the pronunciation using phonemic transcriptions but you should get extra marks for using this correctly.

She’s been to the shop /ʃiːz ʤəst biːn tə ðə ʃɒp/

You might only need to transcribe the relevant parts of the present perfect tense – check with your tutor!

This may look difficult or confusing, but it actually only took me a few seconds. Here’s how I did it (start the video at 3m20s ):

You can also copy and paste individual words from the Cambridge online dictionary, if you like.

You could show the stressed words above the sentence as big circles and little cirlces (as I have done below), or as arrows/a line which shows upward and movement with the stress – hard to do on here but hopefully you get the idea!

O       O       o     O

She’s just been to the shop /ʃiːz ʤəst biːn tə ðə ʃɒp/

Part 3: Connected Speech

This is simply when we connect words in a sentence when speaking and pronounce them slightly differently to when they are said on their own. 

Looking again at our example sentence, we can see that the word ‘to’ is pronounced differently to saying it on its own, as follows:

You can see that ‘to’ in the sentence uses a schwa (/ə/) and is pronounced as /tə/.

By contrast, if saying ‘to’ on its own in an English lesson, or perhaps for emphasis, we would say it more like / tu :/.

Try to be aware of these small differences when planing a lesson as well!

4. Appropriacy (in parts)

For the appropriacy aspect of the assignment, you can think about two key points:

  • formal language
  • informal language

So if we look back at our example sentence She’s been to the shop,  we can see it has a contraction (the apostrophe before the ‘s’) so we know it’s not appropriate for formal written language.

This is because all words should be written in full.

From there, you can add a sentence like the following:

This sentence is informal and would likely be used in spoken English only as it has a contracted form.

5. Anticipate problems learners might have

You only have to consider this where relevant – it should be clear when/where this is the case.

You should give a clear solution for each problem you identify. Concept checking questions (CCQs) are also very helpful here.

You can find examples of CCQs in Scrivener’s Teaching English Grammar book for each relevant grammar point.

All that is left for you to do is adapt the example CCQs in Scrivener’s book slightly and make them relevant for your assignment.

You can then also add this book to your reference list, showing that you’ve done reading and that you’ve got your ideas from a reliable source. Win win.

Let’s have a look at an example of each type of problem below:

She’s been to the shop

Meaning Problem: Students might not understand that this person has recently ‘been to the shop’. Solution : Ask two CCQs  to elicit this from students. For example:    1. Question: Did she go to the shop today?        Answer: Yes    2. Question: Is she at the shop now?        Answer: No     3. Question: When did she come back from the shop?     Answer: recently / just now / 5 mninutes ago / etc. (anything which converys  recent past )

There are many ways you could approach this – it depends what you want the students to get from it (think lesson aims/objectives here) but you should be able to ask 1-2 clear CCQs to get the students to focus on what you want.

Problem: With the contraction, students might not realise that the apostrophe ‘s’ + been shows that this must be a present perfect sentence and is short for ‘has’ (this is because ‘She is been’ is not grammatically possible).

Solution: Ask students 2 x CCQs about this apostrophe + ‘s’ combination before revealing what the word is during the lesson. For example:

  • Question: (Point to the apostrophe ‘s’ on the board and ask) What is this word? (Not the letter – the word!)

          Answer: ‘has’

      2. Question: How do you know it is ‘has’?

          Answer: because there is ‘been’ / a past participle after it / it is the present perfect tense / etc.

Pronunciation

Problem: Students might try to pronounce the contracted form of ‘has’ in the long form i.e. by saying ‘She has been’

Solution: Perform drilling with students when the sentence is on the board. Start with choral drilling, then choose paris/individuals, then back to choral drilling. Remind students that this should always be pronounced as it is written.

Appropriacy

Problem: Students might think that they can use this contracted form in writing.

Solution : Ask them for context about when they could use this. For instance:

  • Question: When can you use this ? (point to contraction). [hint – Yes or no: when you are speaking?]

           Answer: Yes

2.  Question: (continued from Q1 above) Yes or no: when you are writing (hint – in an exam/test)?

          Answer: No

Then explain that all words should be written in full – for speaking it is fine to shorten them with contractions.

For problems with students who have specific native languages (or an ‘L1’), check out Swan and Smith’s Learner English book .

Note all reference materials you have used

Now, from the above, I have not used any reference materials directly. However, you will need to include references whenever you use them.

This is not as big of a problem as you might think.

For example, if you are using APA style referencing (which is quite common), you simply need to enter the author’s surname and year of publication after the point you have paraphrased from their work i.e. (Harmer, 2012).

At the end of the section, put a heading like ‘Reference list’ (APA style).  You can see more on how to do it, check my article on time-saving for CELTA assignments here .

Summary of Grammar Point

And that’s it for the grammar item! From there, let’s move on to the example lexis item for analysis.

Example of a Lexis Item for Analysis

This time, we will use the following item of lexis for analysis:

“It is the best way to prevent more accidents in the future”

An example answer for ‘prevent’ would be something like the following:

“To do something that stops an action from happening in future”

This sounds a little awkward but as you can probably see, it is quite hard to describe ‘prevent’ succinctly without using the word itself!

This is a common problem in ELT so try to get used to explaining things like this succinctly and clearly.

Here you can write something like this:

  • “‘Prevent’ is the infinitive verb form.
  • It is used as the full infinitive in the sentence because it comes after ‘to’
  • It is a transitive verb therefore it requires an object, which is the ‘more accidents in the future’ in the example sentence

If you are not sure about transitive/intransitive verbs, all good (online) dictionaries should display this – I recommend Cambridge dictionary for the CELTA course for this reason.

See the ‘[T]’ in the screenshot below from the entry for the word ‘prevent’; this shows that it is a transitive verb. 

You can also view the list of abbreviations used on the Cambridge dictionary website here (this is also quite useful as a general grammar reference – perhaps one for the reference list on this assignment, too)

Pronunciation:

Part 1: phonemic transcription.

Using Cambridge dictionary, we can copy and paste the phonetic transcription for the word into our assignment, as follows:

prevent /prɪˈvent/

Part 2: Word stress

To add to this, you can make points about the syllables and word stress. For instance:

  • There are 2 syallables in the word ‘prevent’
  • The second syllable is stressed.

That should be fine here!

NB – ‘Part 3’ for connected speech is likely not relevant here so has been skipped.

However, if you think it is relevant, in that the given word is likely to be pronounced in a connected way, then cover it in the same way as we did in the grammar point. If not skip it in your assignment, too.

As it states that this is only needed where relevant in the examples of this task online, you could probably skip this section.

The only point of note might be that it is acceptable as a formal/academic word.

Even so, that would only really be worth including if you are struggling to find other things to write about in the other sections of this lexis answer.

As such, let’s save our word count and move on to the next section.

Anticipated Problems and Solutions:

There will likely be fewer aspects to cover here than in the grammar section, but you will still need to be thorough.

Problem: Students may not realise this focuses on doing something before an event.

Solution: The following CCQ could help here:

CCQ: If you want to ‘prevent’ an accident, when do you take action? (Before)

(hint – you can say ‘Before something happens or after the accident?’)

It is unlikely that there will be an issue with the form here because this is an infinitive. You don’t have to answer every aspect so you could probably skip this section for this example.

NB – you will probably be given an adjective, noun or adverb as these will likely have more depth in terms of teaching than a regular verb.

If you are given a verb then it would likely be an irregular verb.

Because there wasn’t an obvious problem/solution for the form section above, you can make up for that by including 2 x pronunciation issues here.

Problem 1: Students might pronounce the first syllable as a long vowel sound as with words like ‘pre-sessional’ or ‘preach’ (this syllable would be transcribed phonetically as /pri:/).

Solution: When teaching the word, focus on the word stress and demonstrate this clearly both with hand gestures and by drawing syllable stress on board with word as below:

 o   O Prevent

You could also use the phonetic transcription here if you think the students will know it. If you are not sure, don’t use it.

Teaching students the correct stress should avoid (or ‘prevent’!) this problem.

Problem 2: Students might struggle to pronounce the ‘t’ (or /t/) at the end and simply leave it silent.

Solution: Take in a printed copy of the phonemic chart and point to each sound when working through it. Write the transcription on the board below the word and tap on /t/ if difficulty.

 o   O Prevent /prɪˈvent/

This /t/ sound could be practised through  drilling on its own to confirm the importance of it.

The above should be enough for your problems and solutions.

Summary of Lexis Item

And that’s all for your lexis item for analysis, and for your analysis in general!

Once broken down, it’s not as difficult as it first seems.

Just be thorough and remember it will take longer than you think so don’t leave this until close to the deadline!

Examples of CELTA Assignment 2 Available Online

Here are some examples of CELTA assignment 2 available for free online.

Before you look at them please note that they do not often show the grade received and they vary in quality.

Some websites might also ask you to sign up or sign in, or even pay for downloading them.

This is up to you but all these links will show you at least a part of the assignment to give you a clearer idea of how it looks.

So here goes:

  • you will see that this blog post follows a very similar outline to the link above, but not all centres give the exact same assignment!)
  • From academia.edu: Assignment 2 (750-1000 words) LRT -Language Related Tasks (skip to page 2 for answers)
  • From scribd.com: CELTA Language Analysis Assignment
  • CELTA Assignment 2: Languag …  on Scribd
  • From academia.edu: Assignment: Language Related Task  (this example makes use of some nice timelines – which are a great visual way to explain points to students)
  • This is a template file with questions only.

You will see that these examples vary greatly but have similar types of questions to complete.  

CELTA Assignment 2 Summary Points

To round up, here are a few key points:

  • Listen to your tutors – they will tell you how they like these assignment questions to be answered
  • The word count will easily be filled if you cover each point in depth
  • Remember that you can be far more creative than the ‘solutions’ suggested above in my worked examples.
  • Things like pictures, gestures, mimes, timelines and physical objects can all help to explain a point clearly and easily.

If you follow all of the above points, you should be fine when completing the ‘ language related tasks’ in this assignment!

One general piece of advice on the CELTA is to always keep your tutors happy.

Some of what they tell you to do may feel wrong at times at times but you will get through the course with less stress and resistance by following their advice. And you will likely get a better grade.

Useful Links for CELTA Assignment 2: Language Related Tasks

  • For an overview of the key points: CELTA Course Assignments
  • Writing style for the CELTA assignments: How to Write CELTA Assignments: Easy Guide
  • Quick tips to get through quicker: 10 Ways to Save Time On Your CELTA Assignments
  • CELTA Assignment 1 Guide: Focus on the Learner Assignment: Detailed Guide with Real Examples
  • More general tips to get your through your course: CELTA Course: Tech Tips and Tricks for Lessons and Assignments

Check out more CELTA Helper TV videos on YouTube here!

Best Books for CELTA Assignment 2

Some good books to help you here will be:

  • For clear grammar explanations and examples of concept checking questions (CCQs), Scrivener’s Teaching English Grammar
  • For clear grammar explanations, Swan’s Practical English Usage
  • For more good grammar explanations, Parrott’s Grammar for English Language Teachers
  • This will help to give context to the grammar point you are looking at

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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IMAGES

  1. CELTA Assignment 3

    skills related task assignment celta

  2. (DOC) CELTA Assignment 3 Language Skills Related Tasks

    skills related task assignment celta

  3. Celta Assignment 1 Language Related Task

    skills related task assignment celta

  4. Celta written assignment 2

    skills related task assignment celta

  5. Language Related Task CELTA Course

    skills related task assignment celta

  6. CELTA Language Skills Related Task 1

    skills related task assignment celta

VIDEO

  1. Webinar on Skill Module in Schools

  2. Neymar Skills vs Celta Vigo 🤯🤯

  3. #CELTA. TP 2, How to teach listening ( Receiptive skills ) #celta

  4. SOFT SKILLS MAJOR ASSIGNMENT

  5. Online study course for English teachers: A Practical Guide to Task-Based Learning (TBL)

  6. 10 PHRASAL VERBS

COMMENTS

  1. CELTA Written Assignments

    Candidates can demonstrate their learning by: a. correctly using terminology that relates to language skills and subskills b. relating task design to language skills development c. finding, selecting and referencing information from one or more sources using written language that is clear, accurate and appropriate to the task

  2. CELTA Skills Related Tasks Assignment

    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?

  3. 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.

  4. CELTA Assignment 3

    A single task would normally involve both productive skills, eg speaking and note-taking, and receptive skills, eg listening and often reading. Learners begin by carrying out a communication task, using the language they have learnt from previous lessons or from other sources.

  5. 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.

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

    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. youtube: watch?v=krZkDTxutdk

  7. CELTA

    The assignment should be written in continuous prose, with clear headings and paragraphing. Cambridge English specifies that for the Language skills related tasks assignment, successful candidates can demonstrate their learning by: correctly using terminology that relates to skills and sub-skills. relating task design to language skills practice

  8. CELTA Written Assignments

    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.

  9. Assignment Three: Language Skills

    227 7.8K views 1 year ago CELTA Insider 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...

  10. 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

  11. CELTA tip: the language skills assignment

    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)

  12. Getting a CELTA Pass A: Example CELTA Lesson Plans

    They'll deny you a certification at the end of the course if they detect that you reused someone else's work. Example assignments: CELTA Assignment 1: Focus on the Learner (FOL) CELTA Assignment 2: Language Related Tasks (LRT) — Includes tutor feedback. CELTA Assignment 3: Language Skills and Related Tasks (LSRT) — Includes tutor feedback.

  13. CELTA written assignment: focus on language skill

    The purpose of the assignment. 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 ...

  14. CELTA Course Assignment 3: Language Skills Related Tasks

    🔥CELTA Survival Guide ebook (+Kindle version): https://celtahelper.com/survivalguide 🔥 ️CELTA Helper Student Notebook & Diary: https://amzn.to/3eaHM94 ️📖...

  15. CELTA Language skills related assignment support

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

  16. How to Write CELTA Assignments: Easy Guide

    First, you're going to have a clear the word count. Now, the word count is very strict, as it is in all English language institutions - follow it very closely! You have to be aware that you've got a strict word limit for the CELTA assignments. Here's the exact wording from the official CELTA syllabus PDF:

  17. Assignment 3

    Assignment 3 - Skills Related Task CELTA | PDF | Cognition | Learning 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.

  18. 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.

  19. CELTA Assignment 2: Language Related Tasks

    What you have to do for CELTA Assignment 2: Main Idea. 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.

  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. Swansea University ELTS Language Skills Related Task CELTA Assignment

    This video introduces the Language Skills Related Task assignment, the third assignment on the ELTS Swansea University Cambridge English CELTA and explains h...

  22. (PDF) CELTA Language Skills Related Task 1

    CELTA Assignment 3 Language Skills Related Tasks 2020 • Alaa Albishri Download Free PDF View PDF Assignment 3 'Language Skills Related Tasks' Annamaria Merletti Part A - Profile of Class The upper intermediate class is made up of few students, all women and all Italian, many of them retired.

  23. CELTA Written Assignment 3 READING Skills related task

    CELTA Written Assignment 3 READING Skills related task Institution CELTA This new document contains the following parts: 1)Rationale 2)Lead-in 3)Reading for gist 4) Reading for detailed comprehension 5) Speaking Task 6) Bibliography 7) Appendices P.S. PASSED WITHOUT RESUBMISSION Last document update: 2 year ago Preview 4 out of 13 pages