Cambridge University CELTA
Skills Related Tasks– Length: 750 - 1000 words
Name Submission Word count Signature to confirm the
date assignment is your own
work
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First Submission
Criteria Pass (P) or Comment
Resubmit
(R)
a. Correctly using
terminology that relates
to language skills and
subskills.
b. Relating task design to
language skills
development.
c. finding, selecting and
referencing information
from one or more
sources using written
language that is clear,
accurate and
appropriate to the task.
First Submission Grade: 1st Marker:
PASS ON 1st SUBMISSION RESUBMIT 2nd Marker:
Note: If you need to resubmit, take this version with the feedback from your tutor and
make changes directly to the assignment. Please do not make any changes to this first
page that has the overall feedback from your tutor. If you need to resubmit, your tutor
will need to refer to the feedback from the first submission.
Second Submission (if applicable)
Comment on Second
Submission
2nd Submission Grade: 1st Marker:
PASS ON 2nd SUBMISSION FAIL 2nd Marker:
The Assignment
Your objective for this assignment is to show awareness of how to exploit a text
to develop receptive skills e.g. reading or listening (in this case reading), and
productive skills, e.g. speaking or writing (you have to decide which). Through
doing this assignment you will develop and demonstrate awareness of skills
development as opposed to language learning. Your tutors will provide you with
a range of texts to choose from.
This is assignment needs to be written in continuous prose. That means you
should write in paragraphs.
We have broken up this assignment into parts and you should write a paragraph
in each box. As you complete the assignment, you should make use of the
following books for background reading.
Harmer, Jeremy, 2007, The practice of English Language Teaching. Pearson
Longman.
Scrivener, Jim, 2005, Learning Teaching, Macmillan Heinemann
Harmer, Jeremy, 1998, How to Teach English. Pearson Longman.
One key part of this assignment design is that you demonstrate you have done
some background reading. To make that very clear to us, you need to use some
referencing in the assignment. Have a look below to see what examples of what
kinds of referencing you can use. The assignment begins on the next page.
Paraphrasing what the writer has said.
As Scrivener says, encouraging students to read quickly when reading for the first
time can help build confidence when they don´t understand every word (Scrivener, p
153)
Direct quotation from the book (don´t overdo this. Keep the quotation short)
According to Scrivener “it´s actually not necessary to understand every work in order
to understand the information you might need from a recording” (Scrivener, p 147)
Footnotes – quote directly or paraphrase, then footnote author / year / page number
at bottom of page1
And…remember to include a bibliography of any books /resources you´ve quoted
or consulted when writing an assignment. This should be written like this:
Author surname, Author first name, year, Title of book in italics or underlined,
publisher
e.g. Scrivener, Jim, 1994, Learning Teaching, Macmillan Heinemann
1
Like this
Part 1: The Text
Cut and paste the text you have chosen below and be sure to make it legible.
You can use screenshots. Include the source too and follow APA referencing.
Source of
text:
Text used for the assignment:
Part 2: The Tasks
Keep in mind that we are creating a 60-minute imaginary lesson with your 3 tasks that you create. Obviously, there will be
a lead-in, a pre-teach stage, and your 2 reading stages, and a productive stage. This means that your 3 skills tasks you
include need to be substantial.
Put your first task here that your students will use to develop receptive subskills. Tutor comments on the first task
Be sure to put your answer key next. below (if needed):
First
Reading
Task
Answer ●
Key
Put your second task here that your students will use to develop receptive Tutor comments on the 2nd task
subskills. It must be different from the subskills developed in the first reading task. below (if needed):
Be sure to put your answer key.
Second
Reading
Task
Answer
Key
Put your productive task here. This might be what they would see on the PPT. It Tutor comments on the productive
might be what they would see on a handout. You will describe how you set it up task below (if needed):
later in the assignment. Do not describe how you would do the activity here. We
need this activity to last 15-20 minutes. So be sure to create an activity that will
not “fizzle out” after 5 minutes.
Productiv
e
Activity
Part 3: The Assignment Body
This is where you start writing your actual assignment to describe how you would teach this lesson Tutor comments (if
and use these tasks while justifying the task design with your background reading in mind. needed):
Describe your group of
learners and say why
the text is appropriate
for them and provide at
2-3 reasons for this. Say
how you would generate
interest in the topic of
the text for your lead-in
for this reading lesson.
Identify the vocabulary
in the text that are
potentially blocking
vocabulary and say why
they are blocking
vocabulary. Identify
some other words that
might be useful in the
text for overall
comprehension and
describe how they could
figure those words out
based on context.
Identify the receptive
subskill that your first
receptive skill task will
develop. Use
background reading to
justify why your task
design is appropriate.
State how long this
stage will be. Be sure to
briefly describe how you
would set up that
activity and run it,
including the feedback
to the activity. Include
any time limits that may
be needed in the
activity.
Identify the receptive
subskill that your second
receptive skill task will
develop. Use
background reading to
justify why your task
design is appropriate.
State how long this
stage will be. Be sure to
briefly describe how you
would set up that
activity and run it,
including the feedback
to the activity. Include
any time limits that may
be needed in the
activity.
Identify the productive
subskill that your
productive task will
develop. Use
background reading to
justify why your task
design is appropriate.
State how long this
stage will be. Be sure to
briefly describe how you
would set up that
activity and run it,
including the feedback
to the activity. Include
any time limits that may
be needed in the
activity.
Bibliography for the
background reading
