I think that the mock exams we took during the course helped a lot. I was able to manage my time properly. I think that the entire course was extremely good.
Topic 3 on the CELTA gave me a solid overview of how to plan a receptive skills lesson, and the basics I learnt from this module still underpin my practice.
Here is a copy of my assignmentand here is a link to the authentic text on the BBC website. What do I have to do? So, you have to prove you can do all of the above in a written assignment.
This means designing your own lesson based on an authentic text reading or listening. You must include opportunities in your lesson for students to also practise their productive skills speaking or writing. The assignment outline I was given was something like this: Choose one authentic text from the options your tutor will give you Consider your students needs, ability, etc.
Reference your background reading Harmer, Scrivener, etc. Receptive skill task design words Talk about how you will introduce the text topic Design an initial reading task for the students e.
Mention background reading when you do this Part 3: Productive skill task design words Think of a follow-up task based on the text.
Tips for task design My lesson was for upper-intermediate learners. My text was about crazy things that people do while they are sleepwalking. What better way to get students interested in the text than having them discuss that very thing? What crazy things might people do while they sleepwalk?
I got their ideas up on the board If you do something like this then you have the basis of your first task. You have 2 minutes to read the text. Does the text mention any of your ideas on the board? Students scan the text for relevant information, but also they read for general meaning gist as the topics above may appear in the text but worded differently.
Using student ideas gives them a bit of investment in the text too. I use this all the time: Are any of your ideas mentioned in the text? A lesson I made last year on a listening text about biscuits injuring people Lead-in: True or False questions are generally a good idea for a detail task.
By making the answer to a question slightly ambiguous, students may express their opinions, and in doing so they a might show a deeper understanding of the text b engage more in the text and topic c practise more English!
You can see an example of this in my assignment. Another idea is to include a question which may involve your pre-taught vocabulary.
This is a good way to check that they really did understand it! On reflection, I think my productive skills task was a bit rubbish to be honest.
My task involved creativity, my students were very creative, so… a it was relevant to the learners b it showed I learnt a bit about my learners in previous classes c it showed that I used what I learnt to inform my practice So, I guess my main tip for this assignment is to justify everything you do.For an individual student you will probably need.
An example of the learner's writing. The neatest way to get this is to write a short note to the learner saying who you are, giving a bit of background (age, background, personal details etc.) and asking the learner to respond in like manner.
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CELTA Assignment 3 Resubmission Charles Jeffrey Danoff 20 December Word Count: For a receptive skills focused lesson I found a fun financial text to use in a strong upper-. CELTA ASSIGNMENT 1 – LANGUAGE RELATED TASKS Part D: Context, Concept, Form & Function 1.
I must have left it in the restaurant 1. Function: Expressing deductive near certainty about a past action. Celta-assignment3. CELTA Focus on the Learner Assignment. Celta Assignment 3. Focus on the Learner. CELTA Lesson Plan.
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CELTA Assignment 3 - Skills. Uploaded by. Hazel Fernandes. Celta-assignment3. Uploaded by.5/5(21). The CELTA course is a Cambridge English Language Assessment award and is not associated with any other accreditations or memberships listed below.
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