Celta Assignment 3 Ideas In The Declaration




 Assignment 3: Language Skills

I chose


as a receptive skill for this assignment and


as aproductive skill.

 “Reading texts also provide good models for English writing” (


How to Teach English


Jeremy Harmer

).It took me a while to find an




which will motivate my students to read.

‟ They give exposure to „real‟ Englishand can be very motivating for learners.” (

Extract from 

Learning to TeachEnglish

 A practical introduction for new teachers,

Peter Watkins)

The learners are mainly from Easter European countries whose motive for learningEnglish is quite varied. The other is the age factor of the student which means theyhave different needs, competence and cognitive skills. The students in this grouphave from basic to average competence. The majority of students are Romaniansand tend to sit together and help each other. The problem however, is the use of their mother tongue which provokes errors and confusion. (L1 interference )

The authentic text I chose is from a British Health Foundation magazine „HeartMatters‟ issue 41. The text is about the top UK railway walk 

s. I believe that this textwill interest learners because it gives information to explore UK in an inexpensiveway and gives them an opportunity to get together and have a real exposure topractice their English.Most of the text has proper names of places which will help students identifyCapitalization of Proper Nouns.

Students will find that there aren‟t

many new words in the texts which will motivatereading and easy understanding.

Receptive Skills

Reading skills include the sub-skills

reading for gist

reading for specific information

reading for detailed comprehension (intensive reading task)

Teacher Development CentreCAMBRIDGE CELTAAssignment 2: Language-Related TaskAssignment 2: Language Related TasksOverviewThe purpose of this assignmentThis aim of this task is to allow you to analyse language for teaching purposes.Parts of the assignmentThis assignment is divided into two parts.Part A: You will analyse four vocabulary items in the context of a written text,and fill out a lexicallanguage analysis grid.Part B: You will analyse four grammatical structures in the context of awritten text, and fill out a grammaticallanguage analysis grid.GuidelinesIt’s important to use the context to help you analyse the meaning of thelanguage items.It is also a good idea to use reference/grammarbooks and dictionarieswhen doing this assignment. However, they must be sourced. Provide thetitle, authors, date of publication and publisher of each of the works youconsult to help you with this assignment.Use the answer templatesto help you organize your answers. You will findthe templates at the end of this document.© British Council SingaporeThe United Kingdom’s international organisation for cultural relations and educational opportunities.We are registered as a charity in England (No 209131) and Singapore (No 0768).

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