CELTA - Assignment 3 – Language Skills Related Tasks

University of Cambridge CELTA

Language Skills Related Tasks Assignment

To be completed by tutors. DO NOT write on this page.

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1st Submission Resubmissio
You
Cambridge CELTA You
have n
have
Assessment Criteria (√)
not Tutor feedback and resubmission guidance You You
(X) have have
if necessary (√) not (X)
1. Terminology
Correctly used terminology that
relates to language skills and
sub-skills

2. Task Design
Related task design to language
skills practice

3. Sources
Found, selected and referenced
information from one or more
sources

4. Writing
Used written language that is
clear, accurate and appropriate to
the task

Overall comments (if

applicable)

Assessment:
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CELTA - Assignment 3 – Language Skills Related Tasks

University of Cambridge CELTA

Language Skills Related Tasks Assignment

Please complete this page

Name Submission date Word count (750 – 1000)

Miguel Larico Condori 05/06/2021 995

Statement of Authorship
I declare that this assignment represents my own work. I have read and understood the plagiarism policy
provided. I have not copied from the work of other students, and I have not allowed or enabled others to copy
from my work.
Signature:

Cambridge Assessment Criteria

Candidates must 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.

Checklist:
Check your work and tick the boxes to ensure you have completed all necessary parts of the assignment:

√ I have considered/included the following:

√ Stated the level of the class that the text would be appropriate for and said why it is suitable for this level.
√ A rationale for the choice of text including language, format and genre (text type), and length.
√ A lead-in which engages SS and prepares them for the text.
√ A list of absolutely essential lexis.
√ Two reading tasks (the second one is more difficult than the first one).
A productive task that focuses purely on skills and communication and is personalised in some way. It
√ does not have a language (grammar, functions, vocab, etc.) focus.
The productive task is communicative and engaging and it has enough prompts for ideas to encourage
√ extended conversation or writing.
√ A description of each task, including amount of time given.
√ A rationale for each task (i.e. gist, scanning, or detailed understanding, and productive task).
√ Supporting quotes (from the background reading) and clear referencing used.
√ All tasks and answers are attached in the appendix.
√ The language used in this assignment is clear, accurate and appropriate to the task

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CELTA - Assignment 3 – Language Skills Related Tasks

PLEASE ARRANGE YOUR ASSIGNMENT AS FOLLOWS:

(do not exceed the word limit)

Part 1: Rationale for text (approx. 100 words)

I chose “How to learn English” for the reason that it may be appealing for students to read about advice
and strategies on how to improve their learning. This is a text from a web page; therefore, it is
catalogued as authentic material that provides examples of real language and is also more exciting and
motivating and will give students confidence when they understand it. (Gower, Phillips & Walters 2009
p.83).
Although authentic material is meant to be used with proficient learners or for a non-classroom
audience (Thornbury 2017, p.21), this text is suitable for pre-Intermediate students due to the level of
difficulty presented by the grammar and vocabulary. Present simple is the main grammar structure and
the lexis consists of everyday words like enjoy, study, work, want. Nevertheless, there are some
grammar structures and words that might need clarification.

Part 2: Pre-Reading tasks (approx. 150 words)

Lead in
As it is said on the British Council website “top-down processing is thought to be an effective way of
processing language; it makes the most of what the person brings to the situation”. In this first part;
students, in plenary, will match pictures to the reason for learning English . Students, then, will personalise
the task by discussing, in 2 minutes, the questions why are you learning English? what do you do to
learn English effectively? This will help to activate learners’ schemata as well as arouse their interest.

Vocabulary

It has been
mentioned by Gower, Phillips & Walters (2009 p.97) how important it is to consider whether there are
any blocking or keywords students need clarification of so that they can successfully do the reading
tasks. Integrating both, top-down and bottom-up processing, is key since they complement each other and
both are needed even if sometimes 'schemata' predominant and sometimes 'word' is (Harmer 2007).
In consequence, a slide with a guided discovery matching activity will be displayed. The words will be
underlined and presented in context (sentences), and students will need to match them to the correct
definition. The definitions will be accompanied by pictures as extra visual support. Students pair check
in BORs. The teacher will display the answers and lead a systematic MFP.

Part 3: Reading Tasks (approx. 500 words)

Initial reading task

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CELTA - Assignment 3 – Language Skills Related Tasks

Students read for gist. They quickly read the text from top to bottom in 1 or 2 minutes, and choose the best
headings for the paragraphs. There will be an extra heading that will make the task challenging and, therefore,
engaging. Students will compare their answers in pairs or trios, and there will be OFCB afterwards.

As Harmer (2001, p. 69) says, students must be able to skim a text (…) in order to get the gist. Having students
read the text from top to bottom and not left to right, helps them develop the skill to get the general idea of what
they are reading. This also reflects in the way we read in everyday life since people often read for pleasure,
entertainment or general understanding (Scrivener, 2011 p.264) not paying attention to the details.

KEY:
Paragraph 1. Why do you want to learn English?
Paragraph 2. Set goals
Paragraph 3. Make an agenda
Paragraph 4. Make a commitment
Paragraph 5. Have fun learning English!
Paragraph 6. Create a website and contact other people (This is the extra heading)

Second reading task

The second time, students will read for detail comprehension in which they will decide whether the sentences are
true (T) or false (F). The sentences presented are paraphrased, and students need to concentrate more on what
they are reading to complete the task (Harmer, 2001 p.69), they will be given 3 or 4 minutes. Students then will
compare their answers, and the teacher will nominate students from the monitoring in OCFB.

This task is more challenging than the previous one owing to students are required to understand deeper and
demonstrate so by choosing the correct option. As Scrivener says, this is part of intensive reading in class and
will help students develop and/or improve their skills to uncover and accurately understand details in a text.
(Scrivener, 2011 p.264)

Part 4: Productive Task (approx. 200-250 words)

Making reading communicative, as said on the British Council website, is possible by setting up activities where
students can produce some sort of language and develop their fluency as well. This is the case of the follow-up

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CELTA - Assignment 3 – Language Skills Related Tasks

task proposed in which the teacher encourages a personal response to the text from their students (Gower,
Phillips & Walters 2009 p.98). This activity will promote active learning (Harmer, 2001 p.73), and the
development of the sub-skill of paragraphing in writing through “parallel writing where students follow a written
model” (Harmer, 2004 p.55-57)

A set of 4 options about how to learn to … ideas will be presented. Students choose a topic and write, in 6
minutes, a post for a HOW TO LEARN TO … blog. This part of the lesson will be linked to the framework
Writing Model Approach due to the fact that students will use the previous text as a model. The teacher quickly
asks checking questions about the genre analysis in terms of content and language.

- Where do you usually find this text? a blog or a novel book? A BLOG
- In how many paragraphs is it organized? 5
- Which people are more likely to read it? PEOPLE LEARNING ENGLISH
- If it is for a blog, is it formal or informal writing? INFORMAL

- How does the writer make the audience part of the text and arouse interest? BY WRITING
QUESTIONS

Students write their post on a padlet. The teacher will monitor and feed in necessary vocabulary. Then; they read
each other’s texts, decide and discuss in pairs what they would like to learn. The teacher will deliver content
feedback by asking the questions Which activity would you like to learn? What is recommended to achieve your
goal? If time allows, the teacher will present a set of correct and incorrect samples for students to identify the
correct sentences and correct the wrong ones. Students work individually for a minute, and then compare
answers in BORs. Teacher nominates students in OCFB.

Appendices
 Text:

TEXT 2
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CELTA - Assignment 3 – Language Skills Related Tasks

How to Learn English

This page shows you how to organize your learning for maximum results.

Where do I start?
Why do you want to learn English?
Before you begin, or go back to, studying English, ask yourself one question. Why do I want
to study English? Is it because you want to, or because someone else wants you to? Like
every decision in life, studying English must be something you want to do.

Set goals
If you know why you want to study, setting goals is easy. For example, maybe you want to
travel to an English-speaking country. Great. Your goal might be to learn "Survival English".
Perhaps you already know many useful phrases, but you want to improve your listening skills
and pronunciation. Whatever your goals are, write them down.

Make an agenda
How long do you need to study to achieve your goals? This answer is different for every
student. The important thing is to be realistic. If you work 60 hours per week, don't plan on
spending another 40 hours a week studying English. Start off slow, but study regularly. Use
material that is challenging, but not too difficult. Find out what works for you. Do you study
best at night, or on the bus on your way to work? Do you like to study alone in a quiet place,
or with friends and background music? 

Make a commitment
Learning English requires a lot of motivation. Nobody is going to take your attendance when
you aren't in class. If you are sure you are ready to begin studying, make a commitment. 

Have fun learning English!

The things we do best in life are the things we enjoy doing. If you aren't having fun learning
English, you're not studying the right way! You can be a serious student who has fun at the
same time.

https://www.englishclub.com/learn-english/how.htm

 Lead-in task

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CELTA - Assignment 3 – Language Skills Related Tasks

MATCH
MATCH A. a promise or firm decision to do
something:
1. My goal is to graduate in 2
Reasons for learning English
years B. showing the strong desire to
follow a particular plan of action
2. Taking naps gives people even if it is difficult:
I want to get a better job
pleasure.

3. She will get the job she C. difficult, in a way that tests your
wantsI -love
she'slanguages
a very ability or determination:
determined person.

I'm moving
4. Having a dog is ato
bigthe USA
D. a feeling of enjoyment or
commitment.
satisfaction
I need it to graduate
5. This year hasn't been easy.
It's been a challenging time E. a purpose, or something that you
for us all. want to achieve:

DISCUSS

* why are you learning English?

* what do you do to learn English effectively?

 Pre-teaching Vocabulary

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CELTA - Assignment 3 – Language Skills Related Tasks

Read. Match the headings to the paragraphs.

Have fun learning English! Make an agenda Why do you want to learn English?

Make a commitment Set goals Create a website and contact other

people

How to Learn English

This page shows you how to organize your learning for maximum results.

Where do I start?
Why do you want to learn English?
Before you begin, or go back to, studying English, ask yourself one question. Why do I want to study English? Is it because you want to, or
because someone else wants you to? Like every decision in life, studying English must be something you want to do.
Set goals
If you know why you want to study, setting goals is easy. For example, maybe you want to travel to an English-speaking country. Great. Your goal
might be to learn "Survival English". Perhaps you already know many useful phrases, but you want to improve your listening skills and
pronunciation. Whatever your goals are, write them down.
Make an agenda
How long do you need to study to achieve your goals? This answer is different for every student. The important thing is to be realistic. If you work
60 hours per week, don't plan on spending another 40 hours a week studying English. Start off slow, but study regularly. Use material that is
challenging, but not too difficult. Find out what works for you. Do you study best at night, or on the bus on your way to work? Do you like to study
alone in a quiet place, or with friends and background music?
Make a commitment
Learning English requires a lot of motivation. Nobody is going to take your attendance when you aren't in class. If you are sure you are ready to
begin studying, make a commitment.
Have fun learning English!
KEY: The things we do best in life are the things we enjoy doing. If you aren't having fun learning English, you're not studying the right way! You can be a
serious student who has fun at the same time.
Goal. E Taken from https://www.englishclub.com/learn-english/how.htm

Pleasure. D
Determined. B
Commitment. A
Challenging. C

 Initial reading task (with answers)

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CELTA - Assignment 3 – Language Skills Related Tasks

How to Learn English

This page shows you how to organize your learning for maximum results.

Where do I start?
Why do you want to learn English?
Before you begin, or go back to, studying English, ask yourself one question. Why do I want to study English? Is it because you want to, or
because someone else wants you to? Like every decision in life, studying English must be something you want to do.

Set goals
If you know why you want to study, setting goals is easy. For example, maybe you want to travel to an English-speaking country. Great. Your
goal might be to learn "Survival English". Perhaps you already know many useful phrases, but you want to improve your listening skills and
pronunciation. Whatever your goals are, write them down.
Make an agenda
How long do you need to study to achieve your goals? This answer is different for every student. The important thing is to be realistic. If you
work 60 hours per week, don't plan on spending another 40 hours a week studying English. Start off slow, but study regularly. Use material that
is challenging, but not too difficult. Find out what works for you. Do you study best at night, or on the bus on your way to work? Do you like to
study alone in a quiet place, or with friends and background music?

Make a commitment
Learning English requires a lot of motivation. Nobody is going to take your attendance when you aren't in class. If you are sure you are ready
to begin studying, make a commitment.

Have fun learning English!

The things we do best in life are the things we enjoy doing. If you aren't having fun learning English, you're not studying the right way! You can
be a serious student who has fun at the same time.

https://www.englishclub.com/learn-english/how.htm

Read. Are these sentences True (T) or False (F)

KEY:
Paragraph 1.
Why do you
want to
learn
English?
Paragraph 2. Set goals
Paragraph 3. Make an agenda
Paragraph 4. Make a commitment
Paragraph 5. Have fun learning English!
Paragraph 6. Create a website and contact other people (This is the extra heading)

 Second reading task (with answers)

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CELTA - Assignment 3 – Language Skills Related Tasks

CHOOSE AN OPTION. or use your own ideas

WRITE A POST YOUR THE SAME BLOG

How to learn to How to learn How to learn How to learn

drive to cook to dance to sing

KEY

 Productive Task

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CELTA - Assignment 3 – Language Skills Related Tasks

Bibliography

British Council. Teaching Knowledge Database. Top Down. Visited: 26/05/2021 at

https://www.teachingenglish.org.uk/article/top-down .

British Council. Teaching Knowledge Database. Making Reading Communicative. Visited:

26/05/2021 at https://www.teachingenglish.org.uk/article/making-reading-communicative

Gower, Phillips & Walters. Teaching Practice. 2009. Macmillan

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CELTA - Assignment 3 – Language Skills Related Tasks

Harmer, J. How to teach English. 2001. Pearson. England

Harmer, J. How to teach Writing. Pg. 55, 57. Pearson. England, 2004

Scrivener, J. Learning Teaching. 2011. Macmillan

Thornbury, S. 2017. The new A Z of ELT. Macmillan

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