CELTA – Language Skills

Related Assignment
 Read your
centre’s rubric
carefully
What does this
task ask you to
do?
Real world task

Make your own materials

Work for the teacher
Tailored to learners
Rewarding
Authentic
materials
What??!
Newspaper articles
Magazine articles
Menus/ brochures
Song lyrics
Video clips
What aren’t authentic
materials?
Three parts
Choose your materials

Devise and describe

receptive skills tasks

Devise and describe

productive skills tasks
some background reading
 Consider the
group
One of the TP groups that
you teach on the course?
Interests
Level
Length
Learners’ needs
Timetable fit
 Don’t forget to
include a copy of
the material!
 Listening

Reading
Do some reading
about receptive skills
 Sub-skills
A bottom up approach
A top down approach
Skimming
Scanning
Looking at text organisation/ genre
Listening/ reading for gist
Listening/ reading for specific information
Task type
eg. Short answer
True/ False
Cloze/ Gap fill
Detecting mistakes
Summarizing
Be specific
Include your tasks as you
would give them to the
learners
 Speaking

Writing
Do some reading
about productive skills
Sub-skills
Fluency
Accuracy
Pronunciation
Intonation and connected speech
Using different genres/ register
Turn-taking skills
Using discourse markers
Text organisation – paragraphs/ topic sentences
 Task type
eg.Speaking
 Discussion on issues arising from the text
 Role-play based on the scenario
Writing
 Using the article as a model
 Responding in writing
Again, be specific
Include your tasks as you
would give them to the
learners
Using a text as a context for grammar
and vocabulary work is a useful thing to
do…
BUT
…it is NOT what is asked for in this
assignment
Background
reading
 Ur. Penny A course in language Teaching
Hedge, Tricia Teaching and Learning in the Language Classroom
Nuttall, Christine Teaching Reading Skills in a Foreign Language
Hedge, T. Writing

White, G. Listening
Grundy. P. Newspapers
Common
reasons for
resubmission
 Text is not
appropriate
• Too difficult
• Too easy
• Too long
• Content not
likely to appeal
Tasks designed
for grammar or
vocabulary NOT
for skills practice
Specific tasks
are not
included
 Lack of
reference to
background
reading
G

c !
Thank you!
jo.gakonga@elt-training.com