Professional Documents
Culture Documents
Tutors comments:
Referencing should follow a recognised format throughout the assignment. Here are
examples of references according to the APA Publication Manual, (6th ed., 2009); for more
information see www.apastyle.org.
Single author book: Richards, J.C. (2001). Curriculum development in language teaching.
Cambridge: CUP.
• unauthorised collusion
• quoting directly without making it clear by standard referencing and the use of quotation
marks and/or layout (indented paragraphs, for example) that you are doing so
• using text downloaded from the internet without referencing the source conventionally
• submitting work which has been undertaken wholly or in part by someone else.
CELTA Assignment 2 – Focus on the Learner
Length: 750-1000 words*
Instructions:
Section A-
write a profile of your group. Use the information gathered on day one to help.
please share info. with others in your TP group but do the writing alone.
you can mention students by name, especially if it’s useful to explain who the
exceptions are.
Section B-
provide example strengths in your students’ language use, one each for
grammar, lexis and pronunciation.
this means specific quotes of things a specific student said or wrote during a
speaking/writing task.
remember to say why it’s impressive.
Section C-
provide example weaknesses in your students’ language use, TWO each for
grammar and pronunciation, and ONE for lexis.
again, this means specific quotes of things a specific student said or wrote
during a speaking/writing task.
remember to focus on useful errors for the level, and language points which can
be usefully practised in class eg. 3rd person sing. ‘s’ is not challenging for
intermediate sts.
Comment on why students made the error by referring where possible to their
L1 (first language). Refer to Learner English by Swan to guide you.
Section D-
Choose ONE of the grammar errors from Section C that you would like to help
students with
Choose TWO practice activities to help students improve their use of this
grammar point
ONE must be a CONTROLLED PRACTICE and ONE must be a complementary
FREER PRACTICE.
They should not come from the coursebook. Use the red folders, books at
reception and resources online. One activity can be self-developed but at least
one must be from a published source.
* Any submission totalling more than 1,100 words of your own work is an automatic
resubmission. If you are having problems here, consider using appendices.
* Please write in continuous prose throughout – full sentences and no bullet points.
Section A – Learner Backgrounds
Find out from the rest of your TP group the information everyone has collected about the
students, and using this information write a summary of the group in the boxes below.
Summarise the
composition of the group,
describing the ages,
nationalities and
occupations.
The learner said/wrote: “While I was waiting, he called.” (delete this text)
Example of
grammar
strength
Why this is This is successful use of the past continuous and past simple for this learner
good usage because… xyz (delete this text)
for this
learner
Example of
lexis strength
Why this is
good usage
for this
learner
Why this is
good usage
for this
learner
Grammar Error 1
For example, “He have been to Paris”. (delete this text)
What the student
said/wrote (delete
as necessary)
The learner knows the third person form, but made a slip while speaking.
Why did the Since only the third person is not formed with “have”, the student has over-
learner make this applied the rule. As a native Thai speaker, this is understandable because…
error? Refer to the xyz. (consult Learner English as a reference) (delete this text)
student’s L1 where
possible.
Grammar Error 2
What is wrong
Pronunciation Error 1
(you MUST use phonemic transcription here to indicate exactly how the
What the student learners pronounced the error) (delete this text)
said
(you MUST use phonemic transcription here to show how the above should
How this should be be pronounced) (delete this text)
pronounced
What is wrong
Pronunciation Error 2
What is wrong
Lexis
What the student
said/wrote (delete
as necessary)
What is wrong
Grammar State ONE error from part C you wish to address here. Don’t try to deal with
Problem: both problems.[delete this text]
State specific For example, exercise 1.2 on page 12 on Murphy’s Grammar in Use (delete
activity selected this text)
for CONTROLLED
practice
Aim of the The aim of this activity is to xyz… (delete this text)
activity
Why it is suitable This activity is suitable for the learners because… [refer back to part A and
for your learners learner preferences] (delete this text)
– you must refer
back to part A
and your
comments on
learner
preferences to
help
Indicate briefly This activity will help the learners because it requires them to… abc… and I
how you would would first …… then… etc. I would make it more communicative by ….(delete
use it. Is it a this text)
communicative
and/or
kinaesthetic
task? If not, how
could it be made
more engaging
for the students?
State specific
activity selected
for FREER
practice (to fill at
least 15 mins of
class time)
Aim of the
activity
Why it is suitable
for your learners
– refer back to
part A and your
comments on
learner
preferences to
help
Indicate briefly
how you would
use it. How
would you set it
up?
How is this freer
than the
controlled
practice? How
would you expect
the teacher’s role
to be different
here compared
to the controlled
practice?
Section F – Appendices