Written Assignment 3 - Skills-Related Tasks

Assignment
Name

Submission Date

Word Count

NB: This is non-negotiable

NB This document has 1150 words

in total, after deletions. Subtract
that from your total word count and
include here (delete this).

I confirm that this submission is all my own work.

Signed: ________________________ (Trainee)
Checklist
(please tick)

Reserved
for the
tutor

Date:

Assessment criteria
can correctly use terminology that relates to language skills and sub-skills
(Sections A.4, A.5, A.6, B.1)
can relate task design to language skills practice
(Sections A.4, A.5, A.6, B.1)

can find, select and reference information (e.g. bibliography) from one or more
sources (including background reading) & use written language that is clear,
accurate and appropriate to the task. (All Sections)
Taken from Syllabus and Assessment Guidelines for Course Tutors and Assessors

First Submission

Pass

Re-submission
Due date:

Tutor Comments:

Signed: ______________________ (Tutor) Date: __________________

___________________

Second Submission
Tutors comments:

Pass on Resubmission

Signed: ______________________ (Tutor) Date: __________________

Double Mark:

Fail

Double Mark:

__________________

CELTA Assignment 3 Skills Related Tasks (E)

Length: 750-1000 words*
Instructions:
Section A answer the questions in order to comment on the suitability of the
text for classroom use.
design tasks for practice of receptive skills, as instructed ie. one
each for skimming, scanning and detailed comprehension.
make reference to background reading to explain what the
respective sub-skills entail and to justify classroom practice of those
sub-skills.
Section B design and describe a productive task to be done after students
have read this text.
describe the procedure for your task, including how you plan to
motivate and support student leading up to the task and what you
plan to do after student complete the task
Section C submit your tasks as appendices.
include the answers you expect.
these are not considered part of your word limit.
Section D provide a bibliography of the sources you have consulted and made
reference to.
* 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.

The text for this assignment

Read the following article and then answer the questions:

SECTION A Developing Receptive Skills Using the above

Text
1
.

What is your opinion of the text? What level do you think it would be most
suitable for? What do you think of the subject? And the length of the text?
Would this article be suitable for your current TP students? Why? Why not?

What about other learners/other cultures?

In general, what would be some of the potential barriers to reading which some
learners would face? Are there any students in your class who have difficulties
understanding texts?
I think

2
.

Introducing the text

How would you

introduce the
article and get
students
interested in the
topic?
What is your
rationale? Why
introduce a text
before reading?
Refer to
background
reading (include
page reference).

You must use your own words and back up with reference to
reading. Do not simply include a long quotation. (delete this
text)

3
.

Are there any items of vocabulary which you feel are essential for the students
to know before they read? If there are, list the items.

*4
.

DESIGN a comprehension task which provides students with practice in

skimming (reading for gist global understanding) and include it in the
appendices. You MUST refer to background reading (include page reference)
when completing this section.
You must use your own words and back up with reference to
Define
reading. Do not simply include a long quotation. (delete this text)
skimming

Time Limit and

why
What is the
rationale for
getting
students to
practise
skimming in
class? When
would they do
this in real
life?

You must use your own words and back up with reference to
reading. Do not simply include a long quotation. (delete this text)

*5
.

DESIGN a comprehension task which provides students with practice in

scanning (e.g. the way a person would read a train timetable) and include it in the
appendices. You MUST refer to background reading (include page reference)
when completing this section.
You must use your own words and back up with reference to
reading. Do not simply include a long quotation. (delete this text)
Define scanning
Time limit and

why
What is the
rationale for
getting students
to practise
scanning in
class? When
would they do
this in real life?

You must use your own words and back up with reference to
reading. Do not simply include a long quotation. (delete this text)

*6
.

DESIGN a comprehension task which provides students with practice in reading

for detailed understanding and include it in the appendices. You MUST refer to
background reading (include page reference) when completing the section.
You must use your own words and back up with reference to
Define reading
reading. Do not simply include a long quotation. (delete this text)
for detailed

comprehension
Time limit and
why
What is the
rationale for
getting students
to read for
detailed
comprehension
in class? When
would they do
this in real life?

You must use your own words and back up with reference to
reading. Do not simply include a long quotation. (delete this text)

Suggest three
ways teachers
could help
students if they
get wrong
answers to the
detailed
questions

1.
2.
3.

SECTION B Developing Productive Skills

You also need to answer this question correctly in order to pass the assignment.
1.

DESIGN or find an extension activity (for productive skills either speaking or

writing) which you could use after the students had read the article and include it
in the appendices. You MUST refer to background reading (include page
reference) when completing this section.

Why use a
productive
follow-up
activity
following
reading work?
Why your
particular task?
How does it
promote
productive skills
development?
What is
expected of the
students? What
is the teachers
role? Is this a
fluency or
accuracy stage?

You must use your own words and back up with reference to
reading. Do not simply include a long quotation. (delete this text)

Section C Appendices
Ensure the following are included in this section:
Appendix
Appendix
Appendix
Appendix

1
2
3
4

Skimming Task
Scanning Task
Reading for Detailed Comprehension Task
Productive Skills Task

Section D Bibliography
Adrian Underhill (2005). Sound Foundations. Macmillan. (delete this
example)

Section E Submission Checklist

Checklist to help you pass first time
I have included
a skimming task in the appendices
a scanning task in the appendices
a reading for detailed comprehension task in the
appendices
a productive skills follow-up task in the appendices
definitions of the reading subskills in the boxes in
Section A
time limits for my tasks

references from at least one methodology book in my

rationales
a bibliography
a word count

Referencing and Plagiarism

Your assignments need to be written in clear, accurate and academic English with appropriate in
text referencing. You should use mainly indirect quotes, meaning that you paraphrased the text. If
specific quotes are used, they should be referenced using author(s) surname(s), year of
publication and page numbers quoted, e.g. (Richards 2001:98). Page numbers are not required if
indirect quotes are used. e.g. Richards (2001).
The bibliography should be presented in alphabetical order of authors surname. Year of
publication, city and publisher should be included. This should be presented after the assignment
and before the appendices, and should only include publications referred to in the text itself.
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.
Section of edited book: Messick, S. (1989). Validity. In R. Linn (Ed.), Educational measurement
(pp. 13103). New York: Macmillan.
Journal article: Chapelle, C. (1999). Validity in language assessment. Annual Review of Applied
Linguistics 19, 254272. Edited book: Graves, K. (Ed.) (1996). Teachers as course developers.
Cambridge: CUP
Electronic source: British Educational Research Association. (1992). Ethical guidelines. Retrieved
22 May, 2016, from: http://www.bera.ac.uk/guidelines.html
Please note that plagiarism includes:
copying anothers language or ideas as if they were your own
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
closely paraphrasing a text
submitting work which has been undertaken wholly or in part by someone else.