celta assignment 3 pdf

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.

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.

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

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

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

CELTA Course Assignments: What are they?

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

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

CELTA Course Assignment 1: Focus on the Learner

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

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

CELTA Course Assignment 2: Language Related Tasks

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

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

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

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

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

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

For a much more in-depth look at this, be sure to check out my dedicated article for CELTA assignment 2 here   (with worked examples!)

CELTA Course Assignment 3: Language Skills Related Tasks

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

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

CELTA Course Assignment 4: Lessons from the Classroom

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

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

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

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

Useful Links

Focus on the learner – assignment 1, celta course assignment 2: language related task, celta course assignment 3: language skills related task, celta course assignment 4: lessons from the classroom, celta course assignments: any more questions.

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

More Helpful Content For You:

Recent posts.

Exam Seekers

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.

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:

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

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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?

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)

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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• Transcription
• About language

CELTA written assignment: focus on the learner(s)

The purpose of the assignment

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

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

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

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

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

You may even be given a choice.

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

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

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

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

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

• An example of the learner's writing.  The neatest way to get this is to write a short note to the learner saying who you are, giving a bit of background (age, background, personal details etc.) and asking the learner to respond in like manner.  That way, you get the personal stuff you need and an example of how well they can handle the simple language needed to give some personal data (name, age, occupation etc.).
• reasons for learning English
• language learning background
• student’s opinion of their strengths and weaknesses in English
• preferred class and activity types

• You can, of course, gather some of this data by designing a questionnaire.  See the guide to needs analysis to get some ideas.  There is an example of a basic needs analysis form here.
• Record the interview and listen to it again, making notes of consistent errors and the learner's communicative effectiveness.  You can provide a tapescript of some important parts of the interview to exemplify the areas you think need work in the assignment.  You will need the person's permission to do this, of course.
• If recording is not an option, make as many notes as you can on the learner's use of English as you go along.
• Learning style.  The new edition of the handbook (the 5th) has removed any explicit reference to learning styles because the theories that underlie such things have been comprehensibly debunked.  The syllabus now contains reference to learning preferences.  However, for reasons which are slightly obscure, some CELTA centres and tutors are wedded to the idea of learning styles.  Many will let you have a copy of something called a VARK questionnaire to give to the subject.  There is, of course, a guide to learning styles on this site but you should treat the area with great scepticism.  See also the article attempting to debunk the whole concept .

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

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

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

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

This learner is extrinsically motivated.

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

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

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

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

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

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

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

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

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

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

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

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CELTA Assignment 3 Language Skills Related Tasks

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