2011 Cambridge CELTA Assignments
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1
Cristiana Rodrigues 2011
CELTA Assignments
Cambridge CELTA assignments
Trainee: Cristina Rodrigues
The English Language Centre, Reading, UK
September – December 2011
Graded Obtained: Pass A
Assignment 1: The Learner
Assignment 2: Language Analysis
Assignments 3: Skills (Reading & Writing)
Appendix 1: Provisional Certificate and Report
Cristiana Rodrigues 2011
CELTA Assignments
Cambridge CELTA assignments
Trainee: Cristina Rodrigues
The English Language Centre, Reading, UK
September – December 2011
Graded Obtained: Pass A
Assignment 1: The Learner
Assignment 2: Language Analysis
Assignments 3: Skills (Reading & Writing)
Appendix 1: Provisional Certificate and Report
2
Cristiana Rodrigues 2011
CELTA Assignments
The CELTA (Certificate in Teaching English to Speakers of
Other Languages) qualification is a practical English language
teaching qualification that gives trainees the essential
knowledge, hands-on teaching experience and classroom
confidence to qualify as a teacher of English as a Second
Language (ESL).
The 120-hour course builds a strong foundation in English
language teaching and is regulated by Ofqual at level 5 on the
Qualifications and Credit Framework. Assessment is based on
written assignments and assessed teaching practice.
Below are the assignments completed during my CELTA
course in 2011. All the assignments were passed on first
submission and I obtained the grade Pass A (Distinction).
http://www.cambridgeenglish.org/teaching-english/teaching-qualifications/celta/
Cristiana Rodrigues 2011
CELTA Assignments
The CELTA (Certificate in Teaching English to Speakers of
Other Languages) qualification is a practical English language
teaching qualification that gives trainees the essential
knowledge, hands-on teaching experience and classroom
confidence to qualify as a teacher of English as a Second
Language (ESL).
The 120-hour course builds a strong foundation in English
language teaching and is regulated by Ofqual at level 5 on the
Qualifications and Credit Framework. Assessment is based on
written assignments and assessed teaching practice.
Below are the assignments completed during my CELTA
course in 2011. All the assignments were passed on first
submission and I obtained the grade Pass A (Distinction).
http://www.cambridgeenglish.org/teaching-english/teaching-qualifications/celta/
3
Cristiana Rodrigues 2011
CELTA Assignments
Assignment 1: The Learner – Case Study
Find a student from the TP class who is willing to take part in your assignment
and arrange to meet and interview the student. Observe the student during
teaching practice to collect more information about their abilities. Analyse the
data collected and evaluate the student’s proficiency in language skills (reading,
listening, speaking) and identify their grammatical and phonological problems.
Research the areas identified and find appropriate material to help the student
with each.
Student's Background
Student X is from the Czech Republic and is 20-29 years old.
At the moment of her interview, she had been in the UK for one month, working as an
au-pair and studying English for 4 hours a week. She has a university course in
Economics.
She studied English at school but the subject didn't appeal much to her at the time, due
to (according to herself) the teachers not being very good. Sh e also added that the
lessons were very traditional with quite a lot of focus on grammar and receptive skills
and little speaking practise.
Her main reason to learn English is to improve her fluency and speaking skills, not only
to be able to communicate easily in her daily life and current occupation, but also to
improve her future career prospects. X hopes to be able to find a job in the future as
accountant or something related with economics. Her motivation is thus integrative and
instrumental.
Learning Style
From observing her in class, I would say Student X is more of an i mpulsive than a
reflective learner in that she enjoys speaking practise in groups and pairs, games, role
plays and learning new vocabulary. She is an extrovert person and participates actively
in the lessons, especially in pair and group activities. She doesn't enjoy reading or
writing as much, however, she also mentioned in her survey that she enjoys studying
grammar and doing pronunciation exercises, which makes me think she is also an
analytical learner and feels comfortable analysing elements sequentiall y. She has a
notebook but doesn't take notes in a very organized and detailed way and she doesn’t
like working on her own.
Analysis of Student's Proficiency
Skills
In general Student X’s receptive skills are at a higher level than her productive skills:
she read my letter quite quickly and wrote hers covering roughly the same topics; she
clearly understood my instructions on how to complete the survey and understood what
she was asked during the interview. In class she is quick reader and often tries to guess
the meaning from context.
Cristiana Rodrigues 2011
CELTA Assignments
Assignment 1: The Learner – Case Study
Find a student from the TP class who is willing to take part in your assignment
and arrange to meet and interview the student. Observe the student during
teaching practice to collect more information about their abilities. Analyse the
data collected and evaluate the student’s proficiency in language skills (reading,
listening, speaking) and identify their grammatical and phonological problems.
Research the areas identified and find appropriate material to help the student
with each.
Student's Background
Student X is from the Czech Republic and is 20-29 years old.
At the moment of her interview, she had been in the UK for one month, working as an
au-pair and studying English for 4 hours a week. She has a university course in
Economics.
She studied English at school but the subject didn't appeal much to her at the time, due
to (according to herself) the teachers not being very good. Sh e also added that the
lessons were very traditional with quite a lot of focus on grammar and receptive skills
and little speaking practise.
Her main reason to learn English is to improve her fluency and speaking skills, not only
to be able to communicate easily in her daily life and current occupation, but also to
improve her future career prospects. X hopes to be able to find a job in the future as
accountant or something related with economics. Her motivation is thus integrative and
instrumental.
Learning Style
From observing her in class, I would say Student X is more of an i mpulsive than a
reflective learner in that she enjoys speaking practise in groups and pairs, games, role
plays and learning new vocabulary. She is an extrovert person and participates actively
in the lessons, especially in pair and group activities. She doesn't enjoy reading or
writing as much, however, she also mentioned in her survey that she enjoys studying
grammar and doing pronunciation exercises, which makes me think she is also an
analytical learner and feels comfortable analysing elements sequentiall y. She has a
notebook but doesn't take notes in a very organized and detailed way and she doesn’t
like working on her own.
Analysis of Student's Proficiency
Skills
In general Student X’s receptive skills are at a higher level than her productive skills:
she read my letter quite quickly and wrote hers covering roughly the same topics; she
clearly understood my instructions on how to complete the survey and understood what
she was asked during the interview. In class she is quick reader and often tries to guess
the meaning from context.
4
Cristiana Rodrigues 2011
CELTA Assignments
With regards to speaking, I have noticed that X engages actively in group and pair work
and is happy to exchange ideas with her peers. However, in he r interview she didn't
talk much, seem reluctant to develop her ideas in more detail and h ad trouble
expressing herself when trying explain what she found easy and difficult when studying
English. I found this quite surprising as she is quite extrovert in lessons and usually
participates actively. This might have been because the interview was being recorded,
as she didn't seem too keen on that. I also noticed that in lesso ns she seems less
comfortable when talking to the teachers than with her peers.
Her writing is quite understandable for a pre-intermediate level. Despite some problems
in articles, prepositions, word order and choice of words she managed to get her ideas
across. Again, her letter was a bit short, stuck to the basic points didn't develop them
much.
Grammar
Student X’s letter featured some errors with prepositions and articles, word other and
choice of words. Some examples are:
"I have been here for one months" -> I have been here for one months
"I work as au pair" -> I work as an au pair
"I live in my au-pair family together" -> I live with my au-pair family together
"My free time, I spend with my friends, sport and watching movies" - > I spend
my free time with my friends , doing sports and watching movies or In my free
time I like + ing …
"It's my ambition for future" -> It's my ambition for the future
In her interview, some problems with articles and prepositions were detected:
"I am from Czech Republic" -> I am from the Czech Republic
"I'm au pair" -> I'm an au pair
"I look after two children, boy and girl. Boy is 6 and girl is 5" –> (…) a boy and a
girl. The boy is 6 and the girl is 5
"I need [English] for some job, in future" -> In the future
"Listen radio" -> Listen to the radio
The high frequency of article and preposition errors can be explained by the absence of
these in the Czech grammatical systems. Czech speakers tend to le ave them out or use
them far too much. The correct use can only be learned by understand ing the strategy
and philosophy of article usage, which is not inherent in Czech learners.
Verb patterns
"I like spend", "I like relax" -> I like spending, I like relaxing
Choice of words
Some hesitation between do and make
Cristiana Rodrigues 2011
CELTA Assignments
With regards to speaking, I have noticed that X engages actively in group and pair work
and is happy to exchange ideas with her peers. However, in he r interview she didn't
talk much, seem reluctant to develop her ideas in more detail and h ad trouble
expressing herself when trying explain what she found easy and difficult when studying
English. I found this quite surprising as she is quite extrovert in lessons and usually
participates actively. This might have been because the interview was being recorded,
as she didn't seem too keen on that. I also noticed that in lesso ns she seems less
comfortable when talking to the teachers than with her peers.
Her writing is quite understandable for a pre-intermediate level. Despite some problems
in articles, prepositions, word order and choice of words she managed to get her ideas
across. Again, her letter was a bit short, stuck to the basic points didn't develop them
much.
Grammar
Student X’s letter featured some errors with prepositions and articles, word other and
choice of words. Some examples are:
"I have been here for one months" -> I have been here for one months
"I work as au pair" -> I work as an au pair
"I live in my au-pair family together" -> I live with my au-pair family together
"My free time, I spend with my friends, sport and watching movies" - > I spend
my free time with my friends , doing sports and watching movies or In my free
time I like + ing …
"It's my ambition for future" -> It's my ambition for the future
In her interview, some problems with articles and prepositions were detected:
"I am from Czech Republic" -> I am from the Czech Republic
"I'm au pair" -> I'm an au pair
"I look after two children, boy and girl. Boy is 6 and girl is 5" –> (…) a boy and a
girl. The boy is 6 and the girl is 5
"I need [English] for some job, in future" -> In the future
"Listen radio" -> Listen to the radio
The high frequency of article and preposition errors can be explained by the absence of
these in the Czech grammatical systems. Czech speakers tend to le ave them out or use
them far too much. The correct use can only be learned by understand ing the strategy
and philosophy of article usage, which is not inherent in Czech learners.
Verb patterns
"I like spend", "I like relax" -> I like spending, I like relaxing
Choice of words
Some hesitation between do and make
5
Cristiana Rodrigues 2011
CELTA Assignments
Pronunciation
Some errors in stressing individual words such as stressing the first sy llable in
sentence, probably caused by the fact that all Czech words are stressed on the first
syllable.
The pronunciation of things as /sɪŋz/, as the sound /θ/ does not exist in the Czech
language;
In general, long vowels were pronounced with insufficient "tense" wh ich makes
them sound similar to short vowels. An example of this is /biːn/ in "I have been
here", pronounced as /bɪn/.
I also noticed that weak forms such as auxiliary verbs, prepositions and articles are
pronounced as stressed, which makes her speech sound quite flat and artificial;
What I would work on with her
Of the grammatical errors, the most frequent is related to the use of articles and
determiners. To improve her understanding of usage of article, I would recommend the
study of some systematized rules about definite and indefinite ar ticles (so she could
understand why articles are used, instead of just memorizing examples) follo wed by
restricted practise of these.
As X is not too keen on working alone, I would then provide some additional oral practise
through a pair activity such as teacher-student quiz and a game to p ractise grammar,
such as a Grammar Auction Game.
For pronunciation, concerning the difference between long and short vowels I would
recommend viewing of
http://www.bbc.co.uk/worldservice/learningenglish/grammar/pron/sounds/vo wel_short_
1.shtml.
Concerning the pronunciation of /θ/ I would recommend viewing of
http://www.bbc.co.uk/worldservice/learningenglish/grammar/pron/sounds/co n_voiceless
_6.shtml. These videos could be seen in class with some individual and choral drilling.
The learner might also be interested in watching the rest of the videos so for further
study of pronunciation I would recommend the entire set of videos for self-study.
http://www.bbc.co.uk/worldservice/learningenglish/grammar/pron/
As X mentioned she enjoys doing pronunciation exercises, some class work could be
done to make student aware of intonation patterns, sentence stress and connected
speech (especially contractions, weak forms, linking and elision). A fun and dynamic way
of doing this would be resorting to Jazz Chants to gain awareness of stressed and
unstressed words in a sentence. The chant "Personal Questions" is particularly
appropriate for pre-intermediate level.
Additional work on intonation would also be useful as there is a much wider range of
intonation in English than in Czech. Different intonation can convey different meaning, so
it would be useful for this learner to be aware of this. To practise intonation and different
meanings associated to it, the pair activity C6 "Rhythm Dominoes" from Pronunciation
Games, Mark Hancock, Cambridge University Press, would be interesting to do in class.
Word count: 1176
Cristiana Rodrigues 2011
CELTA Assignments
Pronunciation
Some errors in stressing individual words such as stressing the first sy llable in
sentence, probably caused by the fact that all Czech words are stressed on the first
syllable.
The pronunciation of things as /sɪŋz/, as the sound /θ/ does not exist in the Czech
language;
In general, long vowels were pronounced with insufficient "tense" wh ich makes
them sound similar to short vowels. An example of this is /biːn/ in "I have been
here", pronounced as /bɪn/.
I also noticed that weak forms such as auxiliary verbs, prepositions and articles are
pronounced as stressed, which makes her speech sound quite flat and artificial;
What I would work on with her
Of the grammatical errors, the most frequent is related to the use of articles and
determiners. To improve her understanding of usage of article, I would recommend the
study of some systematized rules about definite and indefinite ar ticles (so she could
understand why articles are used, instead of just memorizing examples) follo wed by
restricted practise of these.
As X is not too keen on working alone, I would then provide some additional oral practise
through a pair activity such as teacher-student quiz and a game to p ractise grammar,
such as a Grammar Auction Game.
For pronunciation, concerning the difference between long and short vowels I would
recommend viewing of
http://www.bbc.co.uk/worldservice/learningenglish/grammar/pron/sounds/vo wel_short_
1.shtml.
Concerning the pronunciation of /θ/ I would recommend viewing of
http://www.bbc.co.uk/worldservice/learningenglish/grammar/pron/sounds/co n_voiceless
_6.shtml. These videos could be seen in class with some individual and choral drilling.
The learner might also be interested in watching the rest of the videos so for further
study of pronunciation I would recommend the entire set of videos for self-study.
http://www.bbc.co.uk/worldservice/learningenglish/grammar/pron/
As X mentioned she enjoys doing pronunciation exercises, some class work could be
done to make student aware of intonation patterns, sentence stress and connected
speech (especially contractions, weak forms, linking and elision). A fun and dynamic way
of doing this would be resorting to Jazz Chants to gain awareness of stressed and
unstressed words in a sentence. The chant "Personal Questions" is particularly
appropriate for pre-intermediate level.
Additional work on intonation would also be useful as there is a much wider range of
intonation in English than in Czech. Different intonation can convey different meaning, so
it would be useful for this learner to be aware of this. To practise intonation and different
meanings associated to it, the pair activity C6 "Rhythm Dominoes" from Pronunciation
Games, Mark Hancock, Cambridge University Press, would be interesting to do in class.
Word count: 1176
6
Cristiana Rodrigues 2011
CELTA Assignments
Bibliography
Graham, C. (2000). Jazz Chants Old and New. Oxford University Press, USA.
Chamonikolasová, Jana. (2005). Some Difficulties Facing Native Speakers of Czech and
Slovak in Writing in English.
Dooley, J. and Evan, V. (2004) Grammarway 1. Newbury:Express Publ.
Hancock, M. (1995) Pronunciation Games. Cambridge University Press.
Kovarova, Eva. (2010) Identifying Specific Pronunciation Errors Produced by Czech
Learners of English as a Foreign Language
Sandy Millin. 2011. Pronunciation problems for Czech speakers of English. [ONLINE]
Available at: http://sandymillin.wordpress.com/. [Accessed 27 October 2011].
Swan, M. (2001) Learner English: A teacher's guide to Interference and other problems.
Cambridge University Press.
Cristiana Rodrigues 2011
CELTA Assignments
Bibliography
Graham, C. (2000). Jazz Chants Old and New. Oxford University Press, USA.
Chamonikolasová, Jana. (2005). Some Difficulties Facing Native Speakers of Czech and
Slovak in Writing in English.
Dooley, J. and Evan, V. (2004) Grammarway 1. Newbury:Express Publ.
Hancock, M. (1995) Pronunciation Games. Cambridge University Press.
Kovarova, Eva. (2010) Identifying Specific Pronunciation Errors Produced by Czech
Learners of English as a Foreign Language
Sandy Millin. 2011. Pronunciation problems for Czech speakers of English. [ONLINE]
Available at: http://sandymillin.wordpress.com/. [Accessed 27 October 2011].
Swan, M. (2001) Learner English: A teacher's guide to Interference and other problems.
Cambridge University Press.
7
Cristiana Rodrigues 2011
CELTA Assignments
Assignment 2: Language Analysis
Prepare a complete a language analysis for each of the words, phrases or
structures given.
Target Language A library vs a bookshop (elementary)
Meaning / Use
Library: A place where you can read or borrow books.
Bookshop: A shop that sells books.
Form
Library: countable noun; irregular plural: drop the 'y' and add '-ies'.
Bookshop: countable noun, regular plural.
Pronunciation / ˈlaɪbrə?i / ?s / ˈʊkʃ(p /
Context of
Presentation
Show pictures (appendix 1). Tell students:
"I really enjoy reading. I've got money and a big house. I can buy books and keep them in my
home."
"I really enjoy reading. I have a small house and not a lot of money."
"I like this book, but not very much. I want to read it, but I don't want to keep it."
"I love this book. I want to keep it for myself."
Elicit from orally gapped sentence: "I go to the library / bookshop… "
Concept Questions
& Responses
Library Bookshop
Can you take books from there? (yes) (yes)
Do you have to pay for them? (no) (yes)
Can you keep the books? (no) (yes)
Do you have to return them? (yes) (no)
Anticipated Problems Form: Forming the plural of "library" as a regular plural, by simply adding '–s'; writing "bookshop"
as two words instead of one compound noun.
Meaning: Confusion between the two words if similar to a false friend in their L1.
Pronunciation: stressing the second syllable instead of the first in "library"; pronouncing
"bookshop" it as two words; introducing an /ɪ/ sound between the two compounds.
Cristiana Rodrigues 2011
CELTA Assignments
Assignment 2: Language Analysis
Prepare a complete a language analysis for each of the words, phrases or
structures given.
Target Language A library vs a bookshop (elementary)
Meaning / Use
Library: A place where you can read or borrow books.
Bookshop: A shop that sells books.
Form
Library: countable noun; irregular plural: drop the 'y' and add '-ies'.
Bookshop: countable noun, regular plural.
Pronunciation / ˈlaɪbrə?i / ?s / ˈʊkʃ(p /
Context of
Presentation
Show pictures (appendix 1). Tell students:
"I really enjoy reading. I've got money and a big house. I can buy books and keep them in my
home."
"I really enjoy reading. I have a small house and not a lot of money."
"I like this book, but not very much. I want to read it, but I don't want to keep it."
"I love this book. I want to keep it for myself."
Elicit from orally gapped sentence: "I go to the library / bookshop… "
Concept Questions
& Responses
Library Bookshop
Can you take books from there? (yes) (yes)
Do you have to pay for them? (no) (yes)
Can you keep the books? (no) (yes)
Do you have to return them? (yes) (no)
Anticipated Problems Form: Forming the plural of "library" as a regular plural, by simply adding '–s'; writing "bookshop"
as two words instead of one compound noun.
Meaning: Confusion between the two words if similar to a false friend in their L1.
Pronunciation: stressing the second syllable instead of the first in "library"; pronouncing
"bookshop" it as two words; introducing an /ɪ/ sound between the two compounds.
8
Cristiana Rodrigues 2011
CELTA Assignments
Target Language I took off my shoes when I got home. (intermediate)
Meaning / Use To remove something, especially clothes or shoes.
Form
Transitive separable multi word verb.
Subject + take sth <-> off
When the object is a pronoun, it must come between the verb and the particle.
Pronunciation / ˈaɪ tʊk (f maɪ ʃuːz ?ev ˈaɪ ˈɡ(t həʊu /
Context of
Presentation
Tell students:
"After a long day at work, I like to relax at home. When I get home, I change my working clothes
into something more comfortable. The first thing I usually do is to remove my shoes."
Elicit from orally gapped sentence: "I take off my shoes"
Show pictures (appendix 2). Ask students "What is he/she doing?"
Concept Questions
& Responses
Do I have my shoes on? (no)
Can I take off clothes, eg. a jacket? (yes)
Can I take off a hat? (yes)
Can I take off my mobile phone? (no)
Can I take off my work? (no)
Anticipated Problems Form: Using another preposition as particle such as "take out" instead of "take off"; misspell the
particle as "of".
Meaning: Multiple meanings of the phrasal verb "take off" may cause students difficulty in using
it.
Pronunciation: Mispronunciation of the particle "off" as "of". Sentence rhythm and linking of
words.
Cristiana Rodrigues 2011
CELTA Assignments
Target Language I took off my shoes when I got home. (intermediate)
Meaning / Use To remove something, especially clothes or shoes.
Form
Transitive separable multi word verb.
Subject + take sth <-> off
When the object is a pronoun, it must come between the verb and the particle.
Pronunciation / ˈaɪ tʊk (f maɪ ʃuːz ?ev ˈaɪ ˈɡ(t həʊu /
Context of
Presentation
Tell students:
"After a long day at work, I like to relax at home. When I get home, I change my working clothes
into something more comfortable. The first thing I usually do is to remove my shoes."
Elicit from orally gapped sentence: "I take off my shoes"
Show pictures (appendix 2). Ask students "What is he/she doing?"
Concept Questions
& Responses
Do I have my shoes on? (no)
Can I take off clothes, eg. a jacket? (yes)
Can I take off a hat? (yes)
Can I take off my mobile phone? (no)
Can I take off my work? (no)
Anticipated Problems Form: Using another preposition as particle such as "take out" instead of "take off"; misspell the
particle as "of".
Meaning: Multiple meanings of the phrasal verb "take off" may cause students difficulty in using
it.
Pronunciation: Mispronunciation of the particle "off" as "of". Sentence rhythm and linking of
words.
9
Cristiana Rodrigues 2011
CELTA Assignments
Target Language She can't make ends meet with three children and so many bills to pay. (Advanced)
Meaning / Use
To earn and spend equal amounts of money. Usually in reference to a meager living with little if
any money after basic expenses.
Form Subject + can/can't + make ends meet
Pronunciation / ʃi k'ːvt ueɪk evdz uiːt ?ɪð θ?iː ˈtʃɪld?əv əvd səʊ ˈuevi ɪlz tə peɪ /
Context of
Presentation
Show pictures (appendix 3). Tell students:
"Nowadays, because of the state of the economy, a lot of families have smaller incomes. They
don't earn enough money to cover their expenses."
Elicit from orally gapped sentence: "They can't make ends meet."
Concept Questions
& Responses
Are we talking about permission, possibility or ability? (possibility)
Are we talking about money or time? (money)
Is it positive or negative situation? (negative)
Cav ?ou uake evds ueet if ?ou…
… spevd uo?e thav ?ou ea?v? ~vo
… ea?v uo?e thav ?ou spevd? ~?es
… spevd as uuh as ?ou ea?v? ~?es
What can cause a person/family to have trouble making ends meet? (unemployment, illness,
inflation, salary cuts, unforeseen expenses)
Elicit substitute sentences from students.
Anticipated Problems Form: Using the 'to + infinitive' form after "can/can't" or "ends".
Meaning: The meaning of the idiom is not deductible from the parts and students won't be able to
understand it literally.
Pronunciation: Pronunciation of the schwa in "can't" may cause problems identifying whether it's
a negative or affirmative form. Sentence rhythm and linking of words.
Cristiana Rodrigues 2011
CELTA Assignments
Target Language She can't make ends meet with three children and so many bills to pay. (Advanced)
Meaning / Use
To earn and spend equal amounts of money. Usually in reference to a meager living with little if
any money after basic expenses.
Form Subject + can/can't + make ends meet
Pronunciation / ʃi k'ːvt ueɪk evdz uiːt ?ɪð θ?iː ˈtʃɪld?əv əvd səʊ ˈuevi ɪlz tə peɪ /
Context of
Presentation
Show pictures (appendix 3). Tell students:
"Nowadays, because of the state of the economy, a lot of families have smaller incomes. They
don't earn enough money to cover their expenses."
Elicit from orally gapped sentence: "They can't make ends meet."
Concept Questions
& Responses
Are we talking about permission, possibility or ability? (possibility)
Are we talking about money or time? (money)
Is it positive or negative situation? (negative)
Cav ?ou uake evds ueet if ?ou…
… spevd uo?e thav ?ou ea?v? ~vo
… ea?v uo?e thav ?ou spevd? ~?es
… spevd as uuh as ?ou ea?v? ~?es
What can cause a person/family to have trouble making ends meet? (unemployment, illness,
inflation, salary cuts, unforeseen expenses)
Elicit substitute sentences from students.
Anticipated Problems Form: Using the 'to + infinitive' form after "can/can't" or "ends".
Meaning: The meaning of the idiom is not deductible from the parts and students won't be able to
understand it literally.
Pronunciation: Pronunciation of the schwa in "can't" may cause problems identifying whether it's
a negative or affirmative form. Sentence rhythm and linking of words.
10
Cristiana Rodrigues 2011
CELTA Assignments
Target Language When I arrived at the cinema the film had started. (Intermediate)
Meaning / Use
The past perfect is used to talk about two actions in the past and to make clear the sequence of
events. It shows that one action happened before the other.
Form Subject + had + past participle (V3)
Pronunciation / ?ev ˈaɪ əˈraɪvd ət ðə ˈsɪnəmə ðə fɪlm həd ˈst'ːtɪd /
Context of
Presentation
Tell students:
"Yesterday I went to the cinema, but I missed the bus and so I was late. I went in but I didn't see
the first 10 minutes of the film".
Elicit from orally gapped sentence "When I arrived at the cinema, the film had started."
Concept Questions
& Responses
Are we talking about past events? (yes)
How many actions are there in the past? (two)
Did both actions happen at the same time? (no)
Did one action happen before the other? (yes)
Which action happened first? (the film started)
Use timeline to illustrate
The film started I arrived Now
---------x--------------------x-----------------------|---->
Elicit substitute sentences from students using different labels on timeline (Appendix 4).
Anticipated Problems Form: Using 'have/has' instead of 'had'; Using the past simple form instead of the past participle
with irregular verbs. Word order in questions.
Meaning: Understanding both actions as happening at the same time; Identifying which action
happened first.
Pronunciation: Different pronunciations of '–ed' in regular verbs. Sentence rhythm and linking of
words.
Cristiana Rodrigues 2011
CELTA Assignments
Target Language When I arrived at the cinema the film had started. (Intermediate)
Meaning / Use
The past perfect is used to talk about two actions in the past and to make clear the sequence of
events. It shows that one action happened before the other.
Form Subject + had + past participle (V3)
Pronunciation / ?ev ˈaɪ əˈraɪvd ət ðə ˈsɪnəmə ðə fɪlm həd ˈst'ːtɪd /
Context of
Presentation
Tell students:
"Yesterday I went to the cinema, but I missed the bus and so I was late. I went in but I didn't see
the first 10 minutes of the film".
Elicit from orally gapped sentence "When I arrived at the cinema, the film had started."
Concept Questions
& Responses
Are we talking about past events? (yes)
How many actions are there in the past? (two)
Did both actions happen at the same time? (no)
Did one action happen before the other? (yes)
Which action happened first? (the film started)
Use timeline to illustrate
The film started I arrived Now
---------x--------------------x-----------------------|---->
Elicit substitute sentences from students using different labels on timeline (Appendix 4).
Anticipated Problems Form: Using 'have/has' instead of 'had'; Using the past simple form instead of the past participle
with irregular verbs. Word order in questions.
Meaning: Understanding both actions as happening at the same time; Identifying which action
happened first.
Pronunciation: Different pronunciations of '–ed' in regular verbs. Sentence rhythm and linking of
words.
11
Cristiana Rodrigues 2011
CELTA Assignments
Target Language This time next week, I'll be relaxing on the beach. (Upper-Intermediate)
Meaning / Use The future continuous is used to talk about an activity in progress at a future point in time.
Form Subject + will /'ll be + present participle (-ing form)
Pronunciation / ðɪs ˈtaɪu vekst ?iːk | aɪl bi rɪˈlæksɪŋ (n ðə ] d?Z /
Context of
Presentation
Tell students:
"I’u goivg ov holida? ve?t ?eek to a eautiful seaside ?eso?t. I plav to spevd u? da?s ?estivg avd
relaxing"
Elicit from orally gapped sentence "This time next week, I'll be relaxing on the beach."
Concept Questions
& Responses
Are we talking about the present or the future? (future)
Am I relaxing on the beach now? (no)
When do I start relaxing on the beach? (next week)
Use timeline to illustrate
Now Next week
---------|--------------xxxxxxxxxxx--------->
Elicit substitute sentences from students by asking them what they will be doing this time
tomorrow / next week / next month. Back up prompts with illustrating pictures (appendix 5).
Anticipated Problems Form: Using the past participle instead of the gerund e.g. "I will be relaxed"; not using the "be" in
the structure.
Meaning: Students might understand the gerund form as talking about something happening at
the moment.
Pronunciation: Not using the contraction of "I'll". Sentence rhythm and linking of words.
Cristiana Rodrigues 2011
CELTA Assignments
Target Language This time next week, I'll be relaxing on the beach. (Upper-Intermediate)
Meaning / Use The future continuous is used to talk about an activity in progress at a future point in time.
Form Subject + will /'ll be + present participle (-ing form)
Pronunciation / ðɪs ˈtaɪu vekst ?iːk | aɪl bi rɪˈlæksɪŋ (n ðə ] d?Z /
Context of
Presentation
Tell students:
"I’u goivg ov holida? ve?t ?eek to a eautiful seaside ?eso?t. I plav to spevd u? da?s ?estivg avd
relaxing"
Elicit from orally gapped sentence "This time next week, I'll be relaxing on the beach."
Concept Questions
& Responses
Are we talking about the present or the future? (future)
Am I relaxing on the beach now? (no)
When do I start relaxing on the beach? (next week)
Use timeline to illustrate
Now Next week
---------|--------------xxxxxxxxxxx--------->
Elicit substitute sentences from students by asking them what they will be doing this time
tomorrow / next week / next month. Back up prompts with illustrating pictures (appendix 5).
Anticipated Problems Form: Using the past participle instead of the gerund e.g. "I will be relaxed"; not using the "be" in
the structure.
Meaning: Students might understand the gerund form as talking about something happening at
the moment.
Pronunciation: Not using the contraction of "I'll". Sentence rhythm and linking of words.
12
Cristiana Rodrigues 2011
CELTA Assignments
(Word count: 1134)
Bibliography
Macmillan Online Dictionary. [ONLINE] Available at:
http://www.macmillandictionary.com. [Accessed 26 November 2011].
Photo Trans Edit. [ONLINE] Available at:
http://www.photransedit.com/Online/Text2Phonetics.aspx. [Accessed 26 Novembe r
2011].
Redman, S., 2011. English Vocabulary in Use Pre-intermediate and Intermediate with
Answers. Cambridge University Press.
Workman, G., 2008. Concept Questions and Time Lines. Gem Publishing.
Reference Material
Appendix 1
(Personal Photos)
Cristiana Rodrigues 2011
CELTA Assignments
(Word count: 1134)
Bibliography
Macmillan Online Dictionary. [ONLINE] Available at:
http://www.macmillandictionary.com. [Accessed 26 November 2011].
Photo Trans Edit. [ONLINE] Available at:
http://www.photransedit.com/Online/Text2Phonetics.aspx. [Accessed 26 Novembe r
2011].
Redman, S., 2011. English Vocabulary in Use Pre-intermediate and Intermediate with
Answers. Cambridge University Press.
Workman, G., 2008. Concept Questions and Time Lines. Gem Publishing.
Reference Material
Appendix 1
(Personal Photos)
13
Cristiana Rodrigues 2011
CELTA Assignments
Appendix 2
(Images from www.123rf.com Royalty Free Stock Photos and Google
www.google.com)
Appendix 3
(Images from www.123rf.com Royalty Free Stock Photos and Google
www.google.com)
Cristiana Rodrigues 2011
CELTA Assignments
Appendix 2
(Images from www.123rf.com Royalty Free Stock Photos and Google
www.google.com)
Appendix 3
(Images from www.123rf.com Royalty Free Stock Photos and Google
www.google.com)
14
Cristiana Rodrigues 2011
CELTA Assignments
Appendix 4
Timeline 1
The train left the station I arrived at the station Now
--------------x-----------------------------------x---------------------------|---->
Timeline 2
My colleagues left the office I finished my work Now
--------------x-----------------------------------x---------------------------|---->
Timeline 3
We returned from holidays They received our postcard Now
--------------x-----------------------------------x---------------------------|---->
Appendix 5
(Images from www.123rf.com Royalty Free Stock Photos)
Cristiana Rodrigues 2011
CELTA Assignments
Appendix 4
Timeline 1
The train left the station I arrived at the station Now
--------------x-----------------------------------x---------------------------|---->
Timeline 2
My colleagues left the office I finished my work Now
--------------x-----------------------------------x---------------------------|---->
Timeline 3
We returned from holidays They received our postcard Now
--------------x-----------------------------------x---------------------------|---->
Appendix 5
(Images from www.123rf.com Royalty Free Stock Photos)
15
Cristiana Rodrigues 2011
CELTA Assignments
Assignment 3: Skills (Reading & Writing)
Design a skills lesson based on the text following the guidelines below. Assume
the lesson is 90 minutes. A full lesson plan is not needed, but include an outline
of the stages, timing and stage aims as in the example grid below.
Source Text
Trust me, telling fibs is sure sign of success...it seems.
Toddlers who can fib by the time they are two could be the chief executives of tomorrow.
From The Sunday Times May 16, 2010
A five-year-old girl in the laboratory test was told not to turn round to see what soft toy was behind her.
However, once her adult minder left on the excuse of taking a telephone call, she swivelled her head to look at
Barney, a cuddly purple dinosaur.
When asked minutes later she denied peeking but said she thought it was Barney behind her. How did she
kvo?? ^Well, ɑod aue ivto the ?oou avd ?hispe?ed iv u? ea?._
Little children who tell such big fibs should not be a worry for parents. Scientists have discovered that a child
?ho laius ^the dog ate u? houe?o?k_ ua? ha?e a futu?e a?ee? iv the Cit?. Resea?he?s ?ho a??ied out a
study of 1,200 children say the fact that a child has learnt to tell a lie shows they have reached an important
step in their mental development.
A majority of the human guinea pigs aged two to 16 told porkies but it is the children with better cognitive
ailities ?ho av tell the est lies. The? ha?e de?eloped ^e?euti?e fuvtiovivg_, ?hih ueavs the? a?e ale to
keep the truth at the back of their mind so their fib sounds more convincing.
At the age of two, 20% of children will lie. This rises to 50% by three and almost 90% at four. Parents of
troublesome youths may not be surprised that the curve peaks at the age of 12 when almost all of them will be
deceitful. The tendency starts to fall away by the age of 16, when it is 70%.
As adulthood app?oahes, ?ouvg people lea?v ivstead to use the less ha?uful ^?hite lies_ that everyone tells
to a?oid hu?tivg people’s feelivgs.
Cristiana Rodrigues 2011
CELTA Assignments
Assignment 3: Skills (Reading & Writing)
Design a skills lesson based on the text following the guidelines below. Assume
the lesson is 90 minutes. A full lesson plan is not needed, but include an outline
of the stages, timing and stage aims as in the example grid below.
Source Text
Trust me, telling fibs is sure sign of success...it seems.
Toddlers who can fib by the time they are two could be the chief executives of tomorrow.
From The Sunday Times May 16, 2010
A five-year-old girl in the laboratory test was told not to turn round to see what soft toy was behind her.
However, once her adult minder left on the excuse of taking a telephone call, she swivelled her head to look at
Barney, a cuddly purple dinosaur.
When asked minutes later she denied peeking but said she thought it was Barney behind her. How did she
kvo?? ^Well, ɑod aue ivto the ?oou avd ?hispe?ed iv u? ea?._
Little children who tell such big fibs should not be a worry for parents. Scientists have discovered that a child
?ho laius ^the dog ate u? houe?o?k_ ua? ha?e a futu?e a?ee? iv the Cit?. Resea?he?s ?ho a??ied out a
study of 1,200 children say the fact that a child has learnt to tell a lie shows they have reached an important
step in their mental development.
A majority of the human guinea pigs aged two to 16 told porkies but it is the children with better cognitive
ailities ?ho av tell the est lies. The? ha?e de?eloped ^e?euti?e fuvtiovivg_, ?hih ueavs the? a?e ale to
keep the truth at the back of their mind so their fib sounds more convincing.
At the age of two, 20% of children will lie. This rises to 50% by three and almost 90% at four. Parents of
troublesome youths may not be surprised that the curve peaks at the age of 12 when almost all of them will be
deceitful. The tendency starts to fall away by the age of 16, when it is 70%.
As adulthood app?oahes, ?ouvg people lea?v ivstead to use the less ha?uful ^?hite lies_ that everyone tells
to a?oid hu?tivg people’s feelivgs.
16
Cristiana Rodrigues 2011
CELTA Assignments
Researchers say there is no link between telling fibs in childhood and any tendency to cheat in exams or to
become a fraudster later in life. Nor does strict parenting or a religious upbringing have any impact.
Healthy, intelligent children learn to lie quicker, but parents have to learn to distinguish between the harmless
make believe — such as an imaginary friend — and the fibs told to protect or better the child.
The?e is a ^Pivohio peak_ aout the age of seven after which it is hard to discern whether a boy or girl is lying
without evidence.
Kang Lee, director of the Institute of Child Study at Toronto University, which carried out the research, said:
^You ha?e to ath this pe?iod avd use the oppo?tunity as a teachable moment.
^You shouldv’t suak o? s?eau at ?ou? hild ut ?ou should talk aout the iupo?tave of hovest? avd the
vegati?it? of l?ivg. Afte? the age of eight the oppo?tuvities a?e goivg to e ?e?? ?a?e._
The research team invited younger children — one at a time — to sit in a room with hidden cameras. A soft toy
was placed behind them.
When the researcher briefly left the room, the children were told not to look. In nine out of 10 cases cameras
caught them peeking. But when asked if they had looked, they almost always said no. They tripped themselves
up when asked what they thought the toy might be. One little girl asked to place her hand underneath a
blanket that was over the toy before she answered the question. After feeling the toy but not seeing it, she
said: ^It feels pu?ple so it uust e Ba?ve?._
Lee, ?ho aught his sov Nathav, 3, lookivg at the to?, said: ^We e?ev had aue?as t?aived ov thei? kvees
eause ?e thought thei? legs ?ould fidget if the? ?e?e tellivg a lie, ut it isv’t t?ue._
Older children were set a test paper but were told they must not look at the answers printed on the back.
Some of the questions were easy, such as who lives in the White House. But the children who looked at the
ak ga?e the p?ivted avs?e? ^P?esidius Akeuav_ to the ogus ?uestiov ^Who diso?e?ed Tuvisia?_ Whev
asked how they knew this, some said they learnt it in a history class.
Joan Freeman, professor of lifelong learning at Middlesex University in London and the author of How to Raise
a Bright Child, said: ^Cle?e? hild?ev a?e goivg to e ette? at l?ivg. Most ?ouvgste?s g?o? out of l?ivg if it is
not an acceptable part of their culture. But if you are running a business when you grow up you might want to
get away with something — and not telling the ?hole t?uth is ov the edge of uo?alit?._
Ma?ga?et MAlliste?, a leadivg eduatioval ps?hologist, said: ^Just eause a hild is ?ight I dov’t thivk the?
a?e uo?e likel? to lie. But if the? do, the? ?ill lie ette? avd tell uo?e oupliated lies._
Cristiana Rodrigues 2011
CELTA Assignments
Researchers say there is no link between telling fibs in childhood and any tendency to cheat in exams or to
become a fraudster later in life. Nor does strict parenting or a religious upbringing have any impact.
Healthy, intelligent children learn to lie quicker, but parents have to learn to distinguish between the harmless
make believe — such as an imaginary friend — and the fibs told to protect or better the child.
The?e is a ^Pivohio peak_ aout the age of seven after which it is hard to discern whether a boy or girl is lying
without evidence.
Kang Lee, director of the Institute of Child Study at Toronto University, which carried out the research, said:
^You ha?e to ath this pe?iod avd use the oppo?tunity as a teachable moment.
^You shouldv’t suak o? s?eau at ?ou? hild ut ?ou should talk aout the iupo?tave of hovest? avd the
vegati?it? of l?ivg. Afte? the age of eight the oppo?tuvities a?e goivg to e ?e?? ?a?e._
The research team invited younger children — one at a time — to sit in a room with hidden cameras. A soft toy
was placed behind them.
When the researcher briefly left the room, the children were told not to look. In nine out of 10 cases cameras
caught them peeking. But when asked if they had looked, they almost always said no. They tripped themselves
up when asked what they thought the toy might be. One little girl asked to place her hand underneath a
blanket that was over the toy before she answered the question. After feeling the toy but not seeing it, she
said: ^It feels pu?ple so it uust e Ba?ve?._
Lee, ?ho aught his sov Nathav, 3, lookivg at the to?, said: ^We e?ev had aue?as t?aived ov thei? kvees
eause ?e thought thei? legs ?ould fidget if the? ?e?e tellivg a lie, ut it isv’t t?ue._
Older children were set a test paper but were told they must not look at the answers printed on the back.
Some of the questions were easy, such as who lives in the White House. But the children who looked at the
ak ga?e the p?ivted avs?e? ^P?esidius Akeuav_ to the ogus ?uestiov ^Who diso?e?ed Tuvisia?_ Whev
asked how they knew this, some said they learnt it in a history class.
Joan Freeman, professor of lifelong learning at Middlesex University in London and the author of How to Raise
a Bright Child, said: ^Cle?e? hild?ev a?e goivg to e ette? at l?ivg. Most ?ouvgste?s g?o? out of l?ivg if it is
not an acceptable part of their culture. But if you are running a business when you grow up you might want to
get away with something — and not telling the ?hole t?uth is ov the edge of uo?alit?._
Ma?ga?et MAlliste?, a leadivg eduatioval ps?hologist, said: ^Just eause a hild is ?ight I dov’t thivk the?
a?e uo?e likel? to lie. But if the? do, the? ?ill lie ette? avd tell uo?e oupliated lies._
17
Cristiana Rodrigues 2011
CELTA Assignments
Trust me, telling fibs is sure sign of success
This text is appropriate for upper-intermediate level, as it features more complex
vocabulary, a variety of language structures and different levels of r egister. Many
students from this level are au-pairs, so the topic should appeal to them. They should
also have some interesting stories to share, which I would explore in the writing task.
Lead In
I would begin the lesson with a lead in activity. Students will be shown a picture of
Pinocchio and asked what it is, with further follow on questions to raise interest, "get the
learners interested in the topic, [generate] initial discussion of key themes, make explicit
link between the topic of text and students own lives and experien ces" (Scrivener,
2005:187).
Pre-Reading
After that, I would use some words and phrases from the text to elicit predictions
about the content of the text. This is also a good time to clarify any blocking vocabulary
that may occur in the text. I would start by showing some words and phrases on OH and
ask students to talk with their partners about them, trying to predict what the topic of
the text may be. "Making a good prediction of the content or shape of a (…) text will
definitely help to make better sense of it" (Scrivener, 2005:179
1
). This pair discussion
is also useful in case students don't know some of the vocabulary, as it would be
possible that the other student can help with that.
Gist Reading
After the prediction stage, I would then set a gist reading task, asking students to read
the text quickly to check whether their predictions were true. At this point, I would take
the opportunity to reinforce the idea that "the word-by-word approach [to a text] is not
the way we most often do our reading in real life" and "it is not always essential to
understand every word" (Scrivener, 2005:184). I would set the gist reading a time limit
of 3 minutes and make sure students compare answers before class feedback.
Scan Reading
Before the detailed reading, I would also set up a scan reading task, getting students
to go through the text and find "1,200", "20%, 50%, 70% and 90%" and "9 o ut of 10"
and say what these refer to. I believe that understanding these figures is quite important
as they focus on some key factors of the text and should help stude nts to get fuller
comprehension of it. Students would do this task in pairs with a time limit of 3 minutes.
Both the gist and scan reading activities are aimed at helping the students read the texts
as they would read in their L1, "not worrying about understanding every words; not
perhaps understanding most words, but still achieving a specific useful goal" (Scrivener,
2005:184).
Detailed Reading
Moving on to the detailed reading stage of the lesson, students would be asked to read
the text and decide in their pairs whether the 8 statements provided are True, False or
Not Given. They should also find a sentence in the text to support their answer. I would
Cristiana Rodrigues 2011
CELTA Assignments
Trust me, telling fibs is sure sign of success
This text is appropriate for upper-intermediate level, as it features more complex
vocabulary, a variety of language structures and different levels of r egister. Many
students from this level are au-pairs, so the topic should appeal to them. They should
also have some interesting stories to share, which I would explore in the writing task.
Lead In
I would begin the lesson with a lead in activity. Students will be shown a picture of
Pinocchio and asked what it is, with further follow on questions to raise interest, "get the
learners interested in the topic, [generate] initial discussion of key themes, make explicit
link between the topic of text and students own lives and experien ces" (Scrivener,
2005:187).
Pre-Reading
After that, I would use some words and phrases from the text to elicit predictions
about the content of the text. This is also a good time to clarify any blocking vocabulary
that may occur in the text. I would start by showing some words and phrases on OH and
ask students to talk with their partners about them, trying to predict what the topic of
the text may be. "Making a good prediction of the content or shape of a (…) text will
definitely help to make better sense of it" (Scrivener, 2005:179
1
). This pair discussion
is also useful in case students don't know some of the vocabulary, as it would be
possible that the other student can help with that.
Gist Reading
After the prediction stage, I would then set a gist reading task, asking students to read
the text quickly to check whether their predictions were true. At this point, I would take
the opportunity to reinforce the idea that "the word-by-word approach [to a text] is not
the way we most often do our reading in real life" and "it is not always essential to
understand every word" (Scrivener, 2005:184). I would set the gist reading a time limit
of 3 minutes and make sure students compare answers before class feedback.
Scan Reading
Before the detailed reading, I would also set up a scan reading task, getting students
to go through the text and find "1,200", "20%, 50%, 70% and 90%" and "9 o ut of 10"
and say what these refer to. I believe that understanding these figures is quite important
as they focus on some key factors of the text and should help stude nts to get fuller
comprehension of it. Students would do this task in pairs with a time limit of 3 minutes.
Both the gist and scan reading activities are aimed at helping the students read the texts
as they would read in their L1, "not worrying about understanding every words; not
perhaps understanding most words, but still achieving a specific useful goal" (Scrivener,
2005:184).
Detailed Reading
Moving on to the detailed reading stage of the lesson, students would be asked to read
the text and decide in their pairs whether the 8 statements provided are True, False or
Not Given. They should also find a sentence in the text to support their answer. I would
18
Cristiana Rodrigues 2011
CELTA Assignments
try to aim these questions at the parts of the text that may cause do ubts and would
naturally require more careful reading to really understand the ideas involved. I believe
that by doing so, the task will "reflect real life uses of the same text. If a text is used in
class in ways that are reasonably similar to real life, it is likely that the task will be
effective" (Scrivener, 2005:186).
At this point I would monitor students' work (when they actually start to discuss the
questions) and assist with any questions they might have. While monitoring, I would try
to encourage self correction in case I found any mistakes or inaccuracies in their work,
providing some guidance but not giving the answer. In case some o f the pairs finish
early, I would ask them to go through the text again and underline any vocabulary they
don't know or aren't sure about. These words can be used for the guessing from context
stage or even before that, students, in their pairs, may try to e xplain each other
vocabulary they don't know.
Class feedback would follow. For each question, I would ask for thei r answer and the
sentence from the text to support it. I would also try not to "immediately acknowledge
correct answers with words or facial expressions [and] throw the answe rs back to the
class: 'What do you think of Claire's answer? Do you agree?" (Scriven er, 2005:176
1
),
encouraging them to give their opinion on the subject.
I think this text is very rich and students will have opinions to share about it. This also
gives some of additional speaking practice.
Guessing from context
After this stage, students will be encouraged to guess meaning of unknown words
from context. For these vocabulary items, I would get students in their pairs to explain
each other and then ask for feedback from the whole class. If they aren't able to clarify
the meaning themselves, I would try to provide a different context they can guess from.
Writing Task
The next step of this lesson has to do with the writing task. Firstly, and as preparation,
I would set up a series of tasks to help them get started. “A student can learn to become
a better writer by (…) being actively encouraged and helped to follow through a series of
preparatory steps before the final test is produced” (Scrivener, 2005:194).
The first of these tasks involves ordering sentences from a story. "It is often useful if
students see samples of the kind of texts they are working on." (Scrivener, 2005:199).
Students should do this task in pairs.
After that, a related task involving sequence words: students should introduce these in
the sentences in order make the linking of events clear. A lang uage box featuring a
general outline for structure of a narrative and some information about narrative tenses
and style should be included in the worksheet to help students plan their text.
Finally, students are asked to write their own text in narrative style under the topic "Fibs
by Kids" (120-180 words). As I mentioned before, most of the student s attending the
course are working as au-pair, so I would encourage them to draw from their own
experience with children. If they had no such stories, then use their own childhood or
imagine a situation.
Students would be writing their first draft of the story in class. At this point I would
monitor students' work and assist with any questions they might have. While monitoring,
I would try to encourage self correction in case I found any mistakes or inaccuracies in
their work, providing some guidance but not giving the answer. They would then swap
Cristiana Rodrigues 2011
CELTA Assignments
try to aim these questions at the parts of the text that may cause do ubts and would
naturally require more careful reading to really understand the ideas involved. I believe
that by doing so, the task will "reflect real life uses of the same text. If a text is used in
class in ways that are reasonably similar to real life, it is likely that the task will be
effective" (Scrivener, 2005:186).
At this point I would monitor students' work (when they actually start to discuss the
questions) and assist with any questions they might have. While monitoring, I would try
to encourage self correction in case I found any mistakes or inaccuracies in their work,
providing some guidance but not giving the answer. In case some o f the pairs finish
early, I would ask them to go through the text again and underline any vocabulary they
don't know or aren't sure about. These words can be used for the guessing from context
stage or even before that, students, in their pairs, may try to e xplain each other
vocabulary they don't know.
Class feedback would follow. For each question, I would ask for thei r answer and the
sentence from the text to support it. I would also try not to "immediately acknowledge
correct answers with words or facial expressions [and] throw the answe rs back to the
class: 'What do you think of Claire's answer? Do you agree?" (Scriven er, 2005:176
1
),
encouraging them to give their opinion on the subject.
I think this text is very rich and students will have opinions to share about it. This also
gives some of additional speaking practice.
Guessing from context
After this stage, students will be encouraged to guess meaning of unknown words
from context. For these vocabulary items, I would get students in their pairs to explain
each other and then ask for feedback from the whole class. If they aren't able to clarify
the meaning themselves, I would try to provide a different context they can guess from.
Writing Task
The next step of this lesson has to do with the writing task. Firstly, and as preparation,
I would set up a series of tasks to help them get started. “A student can learn to become
a better writer by (…) being actively encouraged and helped to follow through a series of
preparatory steps before the final test is produced” (Scrivener, 2005:194).
The first of these tasks involves ordering sentences from a story. "It is often useful if
students see samples of the kind of texts they are working on." (Scrivener, 2005:199).
Students should do this task in pairs.
After that, a related task involving sequence words: students should introduce these in
the sentences in order make the linking of events clear. A lang uage box featuring a
general outline for structure of a narrative and some information about narrative tenses
and style should be included in the worksheet to help students plan their text.
Finally, students are asked to write their own text in narrative style under the topic "Fibs
by Kids" (120-180 words). As I mentioned before, most of the student s attending the
course are working as au-pair, so I would encourage them to draw from their own
experience with children. If they had no such stories, then use their own childhood or
imagine a situation.
Students would be writing their first draft of the story in class. At this point I would
monitor students' work and assist with any questions they might have. While monitoring,
I would try to encourage self correction in case I found any mistakes or inaccuracies in
their work, providing some guidance but not giving the answer. They would then swap
19
Cristiana Rodrigues 2011
CELTA Assignments
papers with their partner so they could get some feedback fro m them before the final
version. "The most useful comments are those that will have an impact as th e writing is
evolving; these will be useful from as many different readers as possible, from fellow
students just as much as you" (Scrivener, 2005:199). Students would do a fina l version
of their texts at home and send it to me by email to be marked (using a correction
code).
"The existence of an audience and purpose [for a writing task] are worth bearing in mind
in class" (Scrivener, 2005:201). In order to provide these, the texts could be displayed
on a poster on the wall of the classroom, a kind of "Au-Pair Corner". If I were teaching
the class for a longer period of time, I would consider the creation of a blog where they
could post their texts.
I believe that students would relate to the subject of this lesson and enjoy exchanging
stories about the children they look after.
Stage Name Time Stage aim
Lead in 5 mins
To stimulate interest in the topic and give students practice
in prediction and activate vocabulary related to the topic
Pre-reading 10 mins
To activate vocabulary and give students practice in
prediction
Gist Reading 10 mins To confirm ideas from prediction stage
Scan Reading 10 mins To give students practice in reading for specific information
Close Reading 20 mins
To give students practice in reading for detailed
comprehension
Guess
Meaning from
Context
10 mins
To give students practice in guessing the meaning of
unknown vocabulary from context
Writing 25 mins To give students productive practice
____________________________
1
These statement from Scrivener refer to a listening text but as reading "is (like listening) a 'receptive skill',
similar procedures can be used to help learners" (Scrivener, 2005 p184).
Bibliography
Scrivener, J. (2011). Learning Teaching. Macmillan Education.
Cristiana Rodrigues 2011
CELTA Assignments
papers with their partner so they could get some feedback fro m them before the final
version. "The most useful comments are those that will have an impact as th e writing is
evolving; these will be useful from as many different readers as possible, from fellow
students just as much as you" (Scrivener, 2005:199). Students would do a fina l version
of their texts at home and send it to me by email to be marked (using a correction
code).
"The existence of an audience and purpose [for a writing task] are worth bearing in mind
in class" (Scrivener, 2005:201). In order to provide these, the texts could be displayed
on a poster on the wall of the classroom, a kind of "Au-Pair Corner". If I were teaching
the class for a longer period of time, I would consider the creation of a blog where they
could post their texts.
I believe that students would relate to the subject of this lesson and enjoy exchanging
stories about the children they look after.
Stage Name Time Stage aim
Lead in 5 mins
To stimulate interest in the topic and give students practice
in prediction and activate vocabulary related to the topic
Pre-reading 10 mins
To activate vocabulary and give students practice in
prediction
Gist Reading 10 mins To confirm ideas from prediction stage
Scan Reading 10 mins To give students practice in reading for specific information
Close Reading 20 mins
To give students practice in reading for detailed
comprehension
Guess
Meaning from
Context
10 mins
To give students practice in guessing the meaning of
unknown vocabulary from context
Writing 25 mins To give students productive practice
____________________________
1
These statement from Scrivener refer to a listening text but as reading "is (like listening) a 'receptive skill',
similar procedures can be used to help learners" (Scrivener, 2005 p184).
Bibliography
Scrivener, J. (2011). Learning Teaching. Macmillan Education.
20
Cristiana Rodrigues 2011
CELTA Assignments
Appendix 1: Materials
Fibs by Kids
1. Find these figures in the text and say what they refer to.
a) 1200 ________________________________________________________
b) 20%, ________________________________________________________
c) 50% __________________________________________ ______________
d) 90% ________________________________________________________
e) 70% ________________________________________________________
f) 9 out of 10 ___________________________________________________
2. Read these sentences and decide if they are True, False or Not Given. Select
a sentence from the text to support your answers.
1. Smarter children lie more often. _____
2. Children who lie are likely to become dishonest in the future. _____
3. Strict education will not discourage children to lie. _____
4. Researchers say that children that lie are becoming more common nowadays.
_____
5. Nearly all the children in the study denied having looked at the toy. _____
6. Nathan didn't show signs of nervousness when he was lying. _____
7. Most of the children who took the test paper looked at the answers printed on the
back. _____
8. They needed cameras to find out whether the older children were cheating on the
test. _____
Cristiana Rodrigues 2011
CELTA Assignments
Appendix 1: Materials
Fibs by Kids
1. Find these figures in the text and say what they refer to.
a) 1200 ________________________________________________________
b) 20%, ________________________________________________________
c) 50% __________________________________________ ______________
d) 90% ________________________________________________________
e) 70% ________________________________________________________
f) 9 out of 10 ___________________________________________________
2. Read these sentences and decide if they are True, False or Not Given. Select
a sentence from the text to support your answers.
1. Smarter children lie more often. _____
2. Children who lie are likely to become dishonest in the future. _____
3. Strict education will not discourage children to lie. _____
4. Researchers say that children that lie are becoming more common nowadays.
_____
5. Nearly all the children in the study denied having looked at the toy. _____
6. Nathan didn't show signs of nervousness when he was lying. _____
7. Most of the children who took the test paper looked at the answers printed on the
back. _____
8. They needed cameras to find out whether the older children were cheating on the
test. _____
21
Cristiana Rodrigues 2011
CELTA Assignments
Key
Exercise 1
a. 1200 – number of children involved in the study
b. 20% - percentage of children who lie at the age of two
c. 50% - percentage of children who lie at the age of three
d. 90% - percentage of children who lie at the age of four
e. 70% - percentage of children who lie at the age of sixteen
f. 9 out of 10 children caught peeking (by the hidden cameras)
Exercise 2
1. Smarter children lie more often. F (the children with better cognitive
abilities who can tell the best lies; Just because a child is bright I don’t
think they are more likely to lie)
2. Children who lie are likely to become dishonest in the future. F
(Researchers say there is no link between telling fibs in childhood and any
tendency to cheat in exams or to become a fraudster later in life.)
3. Strict education will not discourage children to lie. T (Nor does strict
parenting or a religious upbringing have any impact.)
4. Researchers say that children that lie are becoming more common
nowadays. NG
5. Nearly all the children in the study denied having looked at the toy. T (But
when asked if they had looked, they almost always said no.)
6. Nathan didn't show signs of nervousness when he was lying. T (we thought
their legs would fidget if they were telling a lie, but it isn’t true)
7. Most of the children who took the test paper looked at the answers printed
on the back. NG
8. They needed cameras to find out whether the older children were cheating
on the test. F (children who looked at the back gave the printed answer
“Presidius Akeman” to the bogus question “Who discovered Tunisia?”)
Cristiana Rodrigues 2011
CELTA Assignments
Key
Exercise 1
a. 1200 – number of children involved in the study
b. 20% - percentage of children who lie at the age of two
c. 50% - percentage of children who lie at the age of three
d. 90% - percentage of children who lie at the age of four
e. 70% - percentage of children who lie at the age of sixteen
f. 9 out of 10 children caught peeking (by the hidden cameras)
Exercise 2
1. Smarter children lie more often. F (the children with better cognitive
abilities who can tell the best lies; Just because a child is bright I don’t
think they are more likely to lie)
2. Children who lie are likely to become dishonest in the future. F
(Researchers say there is no link between telling fibs in childhood and any
tendency to cheat in exams or to become a fraudster later in life.)
3. Strict education will not discourage children to lie. T (Nor does strict
parenting or a religious upbringing have any impact.)
4. Researchers say that children that lie are becoming more common
nowadays. NG
5. Nearly all the children in the study denied having looked at the toy. T (But
when asked if they had looked, they almost always said no.)
6. Nathan didn't show signs of nervousness when he was lying. T (we thought
their legs would fidget if they were telling a lie, but it isn’t true)
7. Most of the children who took the test paper looked at the answers printed
on the back. NG
8. They needed cameras to find out whether the older children were cheating
on the test. F (children who looked at the back gave the printed answer
“Presidius Akeman” to the bogus question “Who discovered Tunisia?”)
22
Cristiana Rodrigues 2011
CELTA Assignments
Order the paragraphs of this story.
I work as an au-pair and I look after a 5 year old girl called Suzie. She is a sweet
girl, a bit cheeky and of course, very creative. I usually pick her from school and
sometimes take her to the park before going home.
The other day, I noticed a small bandage on her finger when I picked her up from
school. I casually asked her what happened, thinking she had probably just
scraped it on the playground, but in the course of five minutes she offered up quite
a lot of explanations…
First, she told me she and her friend Jennifer were racing and her finger got caught
in the plastic playhouse. Then, it was Anthony who smashed her finger between
two tables. After that, she said Matthew had pulled it. Finally, Jack stepped on her
hand.
Confused, I asked her what the real story was. She waffled. Her eyes shifted. I
could see she was thinking hard.
She began again, "I was playing with Mindy and there was this big book and...
AHHH, OKAY!!!! I chewed on my fingernail and it bled and I know how you don't
like it when I put my fingers in my mouth!! My friends didn't do anything to me!!
At first I just laugh at how quickly she crumbled but I also made sure she knew
that even though I wasn't angry, I preferred the truth to fibs. She agreed not to fib
anymore, but I'm not sure I believe that!
Cristiana Rodrigues 2011
CELTA Assignments
Order the paragraphs of this story.
I work as an au-pair and I look after a 5 year old girl called Suzie. She is a sweet
girl, a bit cheeky and of course, very creative. I usually pick her from school and
sometimes take her to the park before going home.
The other day, I noticed a small bandage on her finger when I picked her up from
school. I casually asked her what happened, thinking she had probably just
scraped it on the playground, but in the course of five minutes she offered up quite
a lot of explanations…
First, she told me she and her friend Jennifer were racing and her finger got caught
in the plastic playhouse. Then, it was Anthony who smashed her finger between
two tables. After that, she said Matthew had pulled it. Finally, Jack stepped on her
hand.
Confused, I asked her what the real story was. She waffled. Her eyes shifted. I
could see she was thinking hard.
She began again, "I was playing with Mindy and there was this big book and...
AHHH, OKAY!!!! I chewed on my fingernail and it bled and I know how you don't
like it when I put my fingers in my mouth!! My friends didn't do anything to me!!
At first I just laugh at how quickly she crumbled but I also made sure she knew
that even though I wasn't angry, I preferred the truth to fibs. She agreed not to fib
anymore, but I'm not sure I believe that!
23
Cristiana Rodrigues 2011
CELTA Assignments
Writing a Story
Look at the story again. Complete the third paragraph with the appropriate words.
What do we use these words for? Can you think of more examples of this type of wor ds?
I work as an au-pair and I look after a 5 year old girl called Suzie. She is a
sweet girl, a bit cheeky and of course, very creative. I usually pick her from
school and sometimes take her to the park before going home.
The other day, I noticed a small bandage on her finger when I picked her up
from school. I casually asked her what happened, thinking she had probably
just scraped it on the playground, but in the course of five minutes she
offered up quite a lot of explanations…
___________, she told me she and her friend Jennifer were racing and her
finger got caught in the plastic playhouse. ___________, it was Anthony who
smashed her finger between two tables. ___________, she said Matthew
had pulled it. ___________, Jack stepped on her hand.
Confused, I asked her what the real story was. She waffled. Her eyes shifted.
I could see she was thinking hard.
She began again: "I was playing with Mindy and there was this big book
and... AHHH, OKAY!!!! I chewed on my fingernail and it bled and I know how
you don't like it when I put my fingers in my mouth!! My friends didn't do
anything to me!!”
At first I just laugh at how quickly she crumbled but I also made sure she
knew that even though I wasn't angry, I preferred the truth to fibs. She
agreed not to fib anymore, but I'm not sure I believe that!
Cristiana Rodrigues 2011
CELTA Assignments
Writing a Story
Look at the story again. Complete the third paragraph with the appropriate words.
What do we use these words for? Can you think of more examples of this type of wor ds?
I work as an au-pair and I look after a 5 year old girl called Suzie. She is a
sweet girl, a bit cheeky and of course, very creative. I usually pick her from
school and sometimes take her to the park before going home.
The other day, I noticed a small bandage on her finger when I picked her up
from school. I casually asked her what happened, thinking she had probably
just scraped it on the playground, but in the course of five minutes she
offered up quite a lot of explanations…
___________, she told me she and her friend Jennifer were racing and her
finger got caught in the plastic playhouse. ___________, it was Anthony who
smashed her finger between two tables. ___________, she said Matthew
had pulled it. ___________, Jack stepped on her hand.
Confused, I asked her what the real story was. She waffled. Her eyes shifted.
I could see she was thinking hard.
She began again: "I was playing with Mindy and there was this big book
and... AHHH, OKAY!!!! I chewed on my fingernail and it bled and I know how
you don't like it when I put my fingers in my mouth!! My friends didn't do
anything to me!!”
At first I just laugh at how quickly she crumbled but I also made sure she
knew that even though I wasn't angry, I preferred the truth to fibs. She
agreed not to fib anymore, but I'm not sure I believe that!
24
Cristiana Rodrigues 2011
CELTA Assignments
General outline of a story
Introduction
Set the scene (describe the people involved, weather,
time, atmosphere, possible feelings, etc)
Main Body
Before the main event (incidents leading to the main
event)
The main event (Describe the main event, people involved
in, more details, etc)
The main body may include 1-3 paragraphs
Conclusion
Final paragraph End the story (refer to moods,
consequences, people's reactions, feelings, etc)
Can you identify the different parts of the story in the text above?
What verb tenses are used in the main body of the story?
Style in narratives
Personal style (first or third person);
Direct speech is more common that reported speech;
Detailed and chatty descriptions;
Colloquial English (use idioms and idiomatic expressions).
Cristiana Rodrigues 2011
CELTA Assignments
General outline of a story
Introduction
Set the scene (describe the people involved, weather,
time, atmosphere, possible feelings, etc)
Main Body
Before the main event (incidents leading to the main
event)
The main event (Describe the main event, people involved
in, more details, etc)
The main body may include 1-3 paragraphs
Conclusion
Final paragraph End the story (refer to moods,
consequences, people's reactions, feelings, etc)
Can you identify the different parts of the story in the text above?
What verb tenses are used in the main body of the story?
Style in narratives
Personal style (first or third person);
Direct speech is more common that reported speech;
Detailed and chatty descriptions;
Colloquial English (use idioms and idiomatic expressions).
25
Cristiana Rodrigues 2011
CELTA Assignments
THE ENGLISH LANGUAGE CENTRE
6B Church Street, Reading, Berks RG1 2SB
Tel/Fax 0118 939 1833
e-mail: [email protected]
This is to certify that
Cristiana Maria Pinheiro Rodrigues
attended a part-time course leading to the
CELTA
Cambridge Certificate in Teaching English to Speakers of Other Languages
at
The English Language Centre, Reading
from 19.09.2011 to 01.12.2011
and has been recommended for the following grade
Pass A
Participants on this course completed 6 hours of observed teaching practice.
A full report can be found on the reverse of this certificate.
NB Recommended grades are provisional until ratified by Cambridge ESOL
Cristiana Rodrigues 2011
CELTA Assignments
THE ENGLISH LANGUAGE CENTRE
6B Church Street, Reading, Berks RG1 2SB
Tel/Fax 0118 939 1833
e-mail: [email protected]
This is to certify that
Cristiana Maria Pinheiro Rodrigues
attended a part-time course leading to the
CELTA
Cambridge Certificate in Teaching English to Speakers of Other Languages
at
The English Language Centre, Reading
from 19.09.2011 to 01.12.2011
and has been recommended for the following grade
Pass A
Participants on this course completed 6 hours of observed teaching practice.
A full report can be found on the reverse of this certificate.
NB Recommended grades are provisional until ratified by Cambridge ESOL
26
Cristiana Rodrigues 2011
CELTA Assignments
AREAS OF PROGRESS
Cristiana came to the course with considerable teaching experience, which was
very much in evidence in her levels of confidence, classroom manner and
rapport. Cristiana greatest strength is her class room management as she
reacts well to students' questions and picks up on students' errors as well as
just simply interacting naturally with the students. Cristiana delivered all her
lessons, skills and language focused, very effectively. She included a variety of
teaching techniques, student interaction patterns and activity types, and was
creative in her task design. Her lessons were also planned completely
independently and were very detailed, thorough and showed excellent language
analysis.
AREAS FOR DEVELOPMENT
As part of an action plan for development, Cristiana could continue to
experiment with new techniques, enhance her error correction, and consider a
greater focus on pronunciation and variety of feedback. She should also
continue to be aware of finding the right level of challenge for her learners.
OVERALL COMMENT
Cristiana was a value member of the group as she was extremely professional
and supported her colleagues in many ways. She responded very openly and
positively to feedback and was always willing to try new methods and
techniques in the classroom. She was very self-aware and always made
insightful and constructive comments of the other trainees' teaching. Cristiana
was increasingly able to use a more student centered, guided discovery
approach to learning. She has a strong understanding of the principles and
practices of ELT, and due to her natural ability and hard working nature we are
confidents she will develop still further. We wish her every success in the
future.
CENTRE MANAGER:
(signed by centre manager)
Cristiana Rodrigues 2011
CELTA Assignments
AREAS OF PROGRESS
Cristiana came to the course with considerable teaching experience, which was
very much in evidence in her levels of confidence, classroom manner and
rapport. Cristiana greatest strength is her class room management as she
reacts well to students' questions and picks up on students' errors as well as
just simply interacting naturally with the students. Cristiana delivered all her
lessons, skills and language focused, very effectively. She included a variety of
teaching techniques, student interaction patterns and activity types, and was
creative in her task design. Her lessons were also planned completely
independently and were very detailed, thorough and showed excellent language
analysis.
AREAS FOR DEVELOPMENT
As part of an action plan for development, Cristiana could continue to
experiment with new techniques, enhance her error correction, and consider a
greater focus on pronunciation and variety of feedback. She should also
continue to be aware of finding the right level of challenge for her learners.
OVERALL COMMENT
Cristiana was a value member of the group as she was extremely professional
and supported her colleagues in many ways. She responded very openly and
positively to feedback and was always willing to try new methods and
techniques in the classroom. She was very self-aware and always made
insightful and constructive comments of the other trainees' teaching. Cristiana
was increasingly able to use a more student centered, guided discovery
approach to learning. She has a strong understanding of the principles and
practices of ELT, and due to her natural ability and hard working nature we are
confidents she will develop still further. We wish her every success in the
future.
CENTRE MANAGER:
(signed by centre manager)
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