CELTA Assignment 1: Focus on the Learner Length: 750-1000 words

Aim
To investigate the learning context and assess the needs of a group of learners, and to act on this data by
finding appropriate language support material which correlates to their needs.

Part 1: Background

Find out from the rest of your TP group the information everyone collected on Day 1 (and
subsequently) about the students, and using this information write a summary of the group:
their level, ages, interests, reasons for learning English, learner styles,
preferred activity types, previous learning experiences.

Comment briefly on the group’s communicative ability (making themselves clear, dealing with
not understanding, fluency, appropriacy) and ability to do skills tasks successfully.
(300 words approx.)

Part 2: Strengths and Weaknesses

Observe the students carefully during TP and note down specific examples of their strengths and
weaknesses in the following areas:

List one specific example of successful language use and one error you have found in each of the
following areas: grammar , vocabulary and pronunciation. You can refer to either spoken
language or written language (but specify which). For the pronunciation point, use phonemic
symbols where necessary to indicate how the student pronounced a sound and how it should be
pronounced.

Example:

Grammar

Successful language use: “While I was waiting, he called.” (no need to analyse for successful use)

Error:

What the student said (wrote): “He have been to Paris”.

What is wrong? Wrong form of the auxiliary, should be “has”.

The student knows the third person form, but
Why did the student make the made a slip while speaking. Since only the third
mistake? person is not formed with “have”, the student has
over-applied the rule.

(250 words approx.)

Part 3: Helping the Learner:

From the problems outlined in Part 2, choose two specific problems, each from a different area
(grammar, vocabulary, pronunciation) e.g.: 1. Area: grammar. Problem: choosing between present
perfect and past simple; 2. Area: pronunciation. Problem: “th” sound. Then describe a specific activity
which would provide the students with practice in this area. You can select an activity either from your
coursebook, from a book of supplementary materials in the CELTA library, or design your own activity.
However, at least one of the activities you choose should be taken from published resource material
that is not the coursebook. Please attach photocopies of the activities, paying due regard to copyright.
Put into writing the aim of each activity, why you think it would be suitable for your students and briefly
indicate how you would use it.
(350 words approx.)

Assessment Criteria (Cambridge ESOL) – A pass assignment shows candidates can:

 show awareness of how a learner’s background, previous learning experience and learning style(s)
affect learning;
 identify the learner’s language / skills needs;
 correctly use terminology relating to the description of language systems and language skills;
 select appropriate material and / or resources to aid the learner’s language development;
 provide a rationale for using specific activities with a learner;
 find, select and reference information from one or more sources;
 use written language which is clear, accurate and appropriate to task.
 CELTA Page 1
Assignment 1
Focus on the Learner

Trainee Name: Word Count: 754

Part 1
Introductory profile of your class (size, age range, gender mix, nationality)

A class of 15 students, both boys and girls, teenagers to adults (12 to 45) and Thai nationality

Learning Background: comment on language-learning background, learning styles,

motivation/reasons for study, and overall communicative ability.

This is an elementary class. Students have totally different language-learning background. Two
students mentioned that they have studied English for 8~10 years at school and university, but they
need to study more in order to speak English fluently. Some teenagers are high school students and
are studying English at school now and they can only practice speaking English with their teacher at
school. Some adults studied English at school many years ago and need to attend classes to refresh
their memories.
Most of the students respond well to games, gestures, role plays and visual activities which show that
they are more ‘visual’ and ‘kinaesthetic’ than ‘auditory’. They think grammar is difficult and they prefer
speaking, writing and learning new vocabulary.
They have different reasons for learning English. Most of adults need English in their jobs. They need
to communicate with foreigners, talk with their friends and read English books. Some of them want to
learn English in order to find a better job. A few of them learn English for fun. Most of students are
‘instrumental’ and some of them are ‘intrinsic’.
They respond well to simple and clear instructions. They usually communicate by using only one
single word and are not able to use a complete structure correctly. They understand the numbers.
They have difficulty in pronunciation; they usually put stress on the final syllabus of words. When they
are not able to communicate with each other in L2, they simply shift to L1.

Part 2
Area 1 (Grammar)

Example of good usage:

There are five people in my family.(written)

Example of error:
What the student/s said / wrote: Do you like a cup of coffee?( spoken)

What is wrong? The conditional ‘would like’ (+infinitive) is often used as a polite
way of saying ‘want’, especially in requests and offers. ‘Do you
like....?’ is not used in this way.

Why did they make the Since the concepts ‘to like’ and ‘to want’ have almost similar
mistake? meanings the student may be unable to distinguish the difference.
Furthermore we can use both of them in one sentence, but with
different meanings: I like to play tennis.( in general) I’d like to play
tennis today.(today) So students may use them wrongly.

Area 2 (Vocabulary)

Example of good usage:

My brother is very handsome.(spoken)

Example of error:
What the student/s said / wrote: He will go to American next month.(written)

What is wrong? Using the nationality ‘American’ instead of the country ‘America’.

Why did they make the The student may be unaware of different terms for nationalities and
mistake? countries and may consider both of them the same, or might have
heard the word ‘American’ more than ‘America’. Furthermore some
countries and nationalities have almost similar words which are
sometimes confusing for students, for example: ‘Greece’ and ‘Greek’.

Area 3 (Pronunciation)

Example of good usage:

I‘m twenty four years old.

Example of error:
What the student/s said: Utterance of the words: ‘church’ and ‘chip’. / / for church
and / / for chip

What is wrong? They should pronounce ‘church’ as/ / and ‘chip’ as / /.

Why did they make the Thai speakers have problem in articulating certain final and initial
mistake? English consonants for which there is no rough equivalent in Thai, as
a result they pronounce the one which is near to it. In the Thai
language, English consonants and vowels are widely pronounced as
their nearest Thai equivalent.
Part 3

Problem Activities & Rationale

Like v. would like Learners are given a task-to invite someone out-and go around the class interacting
with peers in order to accomplish it. The material offers plenty of input and
variety, plus the context for this interactive activity involving the use of like v.
would like. By doing this task students will experience different situations in which
they should choose to use either ‘like’ or ‘would like’ and learn the difference
between ‘like’ and ‘would like’ and then use them properly.

Problem Activities & Rationale

Pronouncing Learners are given a task to listen to some words and then choose the ones with
/ / and / / / /sound. They are also given another task to listen to more words and circle the
words they hear twice. By doing these two tasks now they are quite familiar with
both sounds and are ready to practice pronouncing the sounds. The teachers shows
the students two pictures in different situations and asks them to imitate the
sounds, he can also use a mouth diagram to show the students the place and
manner of articulation of the sounds. Now the students work in pairs and dictate
some words to each other in which there are both/ / and / / sounds. And
finally the teacher asks the students to read some sentences and underline /
/sound. By doing these tasks the students have heard, experienced, and practiced
sounds and can differentiate between / /and/ / sounds.
Assignment 1 Checklist
Background
Have you found out about and commented on:

- Learning history and type of learning the

students have been exposed to

- Current exposure to English and opportunities

for practice

- Motivation

- Learning style

- Overall communicative ability

Areas for development
For each of the 3 areas, make sure you…..
Grammar / Vocab / Pron
- Identify a specific and appropriate area to work
on (backed up by at least 1 example from
interview / writing samples / observation of the
learners)

- Suggest why the student has these problems

(referring to background, observations and
using ‘Learner English’ will help)

- Select and attach appropriate materials for 2 of

the areas

- Say why and how the activities will help your

learner

Common pitfalls:
- Trainees don’t get the data they need from interviews / writing samples, often through not asking
the right questions/setting the right tasks, or not getting the students talking enough
- The areas chosen don’t fit the examples (e.g A student says ‘I like read’ and the trainee chooses
to focus on the present continuous -what is the actual problem in this example?)
- Materials chosen don’t fit the level of the students
- Materials chosen don’t fit or help solve the problem identified
- Trainees don’t show enough understanding of how the materials will help the students

Ways to shine:
- Show a clear understanding of the learners’ backgrounds/motivations/learning styles, and how
these affect their strengths and learning
- Show a clear understanding of their problems and possible causes (using ‘Learner English’ will
help you here)
- Source effective materials that suit the learner’s problems / level / learning style
- show a clear understanding of what the teacher and learner would be doing and how this would
help the learner