3.2 Language Skills Related Task

Candidate name:

Criteria / To standard / Not to standard yet / 1st Submission / To standard / Not to standard / 2nd Submission
Tutor feedback and resubmission guidance if necessary / Tutor feedback
Select an appropriate authentic text for the level and provide a rationale
Identify receptive skills to be practiced, using correct terminology
Submit two appropriate receptive skills tasks
Identify productive skills to be practiced, using correct terminology
Submit an appropriate productive task of your own design
Submit a sufficient outline of a lesson plan
Relate task design to language skills practice
Find, select and reference information from one or more sources
Use written language that is clear, accurate and appropriate to the task
Word count of 750-1000
Overall grade
Tutor(s) signature(s) and date / Pass / Resubmit / Pass / Fail

CELTA Assignment 2: Language Skills Related Task

This assignment consists of four parts:

  1. Text and Rationale
  2. Select an authentic text, for reading or listening, which you consider appropriate in level and topic for your current or final group. Specify the level.
  3. Be sure to include a copy of the text and reference the source[1].
  4. Provide a rationale for your choice of text in terms of level and interest value for the group you have in mind.
  1. Receptive Skills + Task
  2. Design and describe an initial task to exploit the text. Specify the skill and sub-skill that it develops. (NB, these tasks should be skills related, not related to any specific target language).
  3. Provide a copy of the task (as you would give it to learners) as an appendix[2].
  4. provide a rationale for the sub-skill based on your background reading on the topic (from Scrivener/Harmer, etc.). Use standard in-text referencing[3] and provide a bibliography at the end of texts you have consulted.
  5. Then do the same for a more detailed comprehension task.
  1. Productive Skills + Task
  2. Identify which productive skills (writing or speaking) could be practiced after the comprehension activities.
  3. Submit one task of your own design that you could use to practice these skills[4]. Make sure the task contains a specific purpose/outcome for learners.
  1. Lesson Plan Outline
  2. Submit an outline of a 60-minute lesson indicating clearly the sequence of activities you would use. This is NOT a full-blown lesson plan; you will only include the stages and activities, not the whole procedure.

You must do some background reading on language skills and reference this in the assignment. You might look in Learning Teaching by Jim Scrivener (2011, Macmillan)

p249-270 (or p 170 in the 2005 edition)+ or The Practice of English Language Teaching by Jeremy Harmer (2007, Longman) p.199+. It may be possible for you to use this text and outline as the basis of one of your final lessons (at your tutor’s discretion).

Word limit:750-1000 wordsPlease explicitly state your word count at the end of your assignment. This excludes the text and tasks but includes the lesson plan outline.

Cambridge Assessment Criteria for SRT Assignment

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.

[1]if it is a listening text, please include a tapescript or, if this doesn’t exist, a copy of the listening on CD / internet link, etc.

[2]you must submit these tasks as you would give them to students, not just describe them.

[3] Summarize of quote what the author says, then put the year of publication and page number in parentheses . Like this: Scrivener says that ______(2011: 58).

[4] These activities should practice skills (writing or speaking), not teacher-specified target language.