CELTA - Written Assignment 3: Language Skills Related Tasks

Designing a receptive/productive skills lesson which you will then teach

In the second or third stage of the course you are required to plan and teach a reading
or listening lesson. For this you must find a text yourself which is appropriate for the
level of your class. This can be from a course book, from supplementary materials, or
from authentic sources like the internet. You will need to decide how to use it with your
group of Teaching Practice students to give them a receptive and productive skills lesson
of 45 or 60 minutes in length. As for all final lessons, you must submit a full lesson plan
and stage plan. As well as this, you must fill in the following assignment which should
demonstrate to us that you have a clear understanding of receptive skills procedures and
activities.

NB:
 Remember, this is a SKILLS lesson – you are NOT using the text to introduce a discrete item
of language (such as grammar or a lexical set).
 Vocabulary: in order to help students understand the text, you may need to design an
activity to help with certain words or phrases. The idea of this, though, is NOT to teach this
vocabulary and later practise using it, but simply to aid the students’ receptive
understanding of the text. Think about when and how to do this most effectively.
Vocabulary is neither your main nor subsidiary aim.
 You may only edit a text you choose by CUTTING OUT SECTIONS. You must not rewrite,
reword or simplify the text.
 If you choose a course book text, you cannot simply use the course book activities which
come with the text. You need to design your own activities.
 Post-reading activities must include productive skills i.e. writing or speaking.
 Do some reading about receptive/productive skills activities in Harmer (The Practice of
English Language Teaching; How to teach English), Scrivener (Learning Teaching) or another
general ELT methodology book. Your assignment should show evidence of/make reference
to this reading e.g. include a few quotes/ make reference to these books in some way.
 At the latest, you should hand the assignment in at the beginning of the actual lesson.
You can hand it in before if you have finished it.

(750-1000 words)

ASSESSMENT CRITERIA:

Successful candidates can show evidence of:

 Correctly using terminology that relates to language skills and sub-skills
 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 for the task
 CELTA - Written Assignment 3: Language Skills Related Tasks

Rationale for choosing this text

Rationale for pre-reading/listening activities and sub-skills

 CELTA - Written Assignment 3: Language Skills Related Tasks

Rationale for during-reading/listening activities and sub-skills

Rationale for post-reading/listening activities and skills