celta assignment language skills related tasks

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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Language Skills Related Tasks - help with CELTA Assignment 3

Language Skills Related Tasks is often set around the mid-point of a CELTA course . Like all CELTA written assignments, it is 750 to 1000 words long, and like all CELTA assignments, it's based on the course content and doesn't require a lot of background reading. However, unlike other CELTA assignments, it does explicitly require you to reference at least some background reading. This doesn't mean you need a library full of books. It does mean that you'll need a methodology book to consult, preferably one that has a chapter on receptive skills and one on productive skills. Any of the titles that your CELTA tutors recommended at the beginning of your course is fine. If you're wondering which book might suit you, here are some of our recommendations .

In the assignment, you'll be asked to design a skills lesson (or a set of skills tasks). These might be based on a text your tutors have given you or they might be based on a text you have chosen yourself. If your tutors ask you to select a text, you need to choose carefully. Think about how long the text is, how difficult it is and how culturally appropriate it is. You'll also need to think if it works for your students - is it something you can imagine they'd actually be interested in? You don't need to pick a very simple text, but it does need to be achievable for the students.

The key part of the assignment is task design. You'll be asked to design some receptive skills tasks. These should practise different sub-skills. Typically, these might include a gist task and a detailed comprehension task. You need to be very careful here. In my experience, it's most often in the design of receptive skills tasks that CELTA trainees trip up. Do the tasks yourself. Do students really need to understand the text in order to complete the tasks? Are the tasks doable by students at the level you're teaching? And do the tasks match the sub-skill you identified? It's important to make sure that a gist task actually does check if students have got the gist of a text. It's also important that a detailed comprehension task tests if students have got a detailed understanding of the text. You'll also be asked to design productive skills tasks.

As mentioned above, this is often the only assignment when you'll be asked to explicitly quote from your background reading. Make sure that you choose relevant quotations that show that you understand why students should practise whatever you're looking at in that section of the assignment, whether it's gist reading tasks or longer writing tasks.

Overall, this tends to be one of the more straightforward CELTA written assignments. So long as you can show an understanding of how receptive and productive skills lessons work, it's likely that you will have a good chance of success. It's not as "bitty" as the Focus on the Learner or Language assignments and so this can mean it doesn't take as long to write either - which is a relief!

About the author :

Dr Connor O'Donoghue  hails from Ireland and he started teaching English as a foreign language in Poland in 2003 and he became a CELTA trainer in 2008. He has taught and trained in Ireland, the UK, France, Italy, Slovenia, Macedonia, Poland, Russia, Kazakhstan and Vietnam. Connor also holds a Masters and a PhD in Education from Trinity College in Dublin. He has previously managed large teacher training centres in Vietnam and in London before founding DC Teacher Training.

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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:

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• @ExamSeekers

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Have a great weekend, Patty

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CELTA Skills Related Tasks Assignment

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

For more tips and advice about CELTA, click here .

Join my telegram channel for teachers.

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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• Transcription
• About language

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, 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:

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:

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 3 Language Skills Related Tasks

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