WRITTEN ASSIGNMENT 1: FOCUS ON THE LEARNER
Name Date of submission Word count (750 -1000
words) excluding bibliography,
appendices and template (218
words)
Candidates are reminded of the plagiarism policy.
Plagiarism includes:
copying another’s language or ideas as if they were your own;
unauthorised collusion;
quoting directly without making it clear by standard referencing and the use of quotation marks and/or
layout (indented paragraphs, for example) that you are doing so;
using text downloaded from the internet without referencing the source conventionally;
closely paraphrasing a text;
submitting work which has been undertaken wholly or in part by someone else.
I confirm the assignment is my own work: (name/ signature).
Yes/No Date 1st tutor 2nd tutor
Pass
Pass on resubmission
Fail
Cambridge assessment criteria for a pass:
The candidate is able to Met Tutor Comments
Show an awareness of how a learner’s
background, previous learning experience and
learning preference(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 the learner.
Find, select and reference information from
one or more sources.
Use written language that is clear, accurate
and appropriate to the task.
(Taken from the assessment criteria in the CELTA syllabus)
Overall comment
If you need to resubmit an assignment, make sure you upload the original version and the resubmitted
version. Both versions need to be in your portfolio.
Name the file as FOL your name.docx (or .doc), or FOL your name resubmission.docx (or .doc). Insert
your name in the running footer.
1
, PART 1 - Profile of the learner group
Insert your summary of your group here. Refer to their nationalities, ages, interests, reasons for learning English,
levels of motivation, learning styles and preferences and previous learning experiences. (approximately 300 words)
Our small group of Upper-intermediate students consists of 5
students, 2-3 of which are usually present. There is one man and the rest are
women, a quite various age range 25-50 years old. All of the learners differ
in nationalities, mostly Czech, Slovak/Hungarian and Russian with mixed
abilities. Obviously, all of our students have got previous learning
experience, most of them started to study English at school, some of them
had quite a long break between learning and took it up recently, some of
them study from books, one student still enhances her speaking skills,
working for an American company and chatting with friends in English. Thus,
as it was said above, learning experiences aren’t equal at all as well as levels
of the students.
Concerning their professional backgrounds, they are mostly
accountants and an engineer. The students’ hobbies are various: reading,
doing yoga, cooking and travelling. The majority of them have the intrinsic
motivation of learning English because of their reasons for improving it.
Some of them do it for self-improvement, reading, speaking, travelling, some
of them just do not want to forget the language, some of them to get
promoted and, surprisingly, to see the results of current studying because
that course-taker is a bit frustrated due to learning English all his life.
When it comes to the learning experience, the students didn’t find
studying English at school much effective because of lack of native English
speakers and book-based learning with translations. However, when they
studied at the university or attended language courses, they found it more
helpful with versatile topics and game implementation.
The interview revealed that most of the course-takers prefer
speaking to other activities. They are into enjoyable lessons, some of them
adore modern methods involving the internet. The students are truly active
during all speaking activities no matter how weak they are in some areas.
They do have problems with accuracy due to shortage of consistent
knowledge and use of it.
PART 2 - Competence in Skills
Skill 1: Checking my students’ language capabilities, that are rather mixed, it
was found out that they are keen on speaking, regardless of their mistakes
and sometimes lacks of lexis. And this is a positive moment that they are not
afraid to lose their face in front of others. Moreover, there is a Russian
student S**, who even wants to have fun of everything and everyone, which
occasionally makes it harder for everyone in class.
All of the learners cannot say that a state school approach to teaching
with book-based and translation methods is effective and a lot helpful. That
is one of the main reasons why they cannot speak accurately enough. Yet
2
Name Date of submission Word count (750 -1000
words) excluding bibliography,
appendices and template (218
words)
Candidates are reminded of the plagiarism policy.
Plagiarism includes:
copying another’s language or ideas as if they were your own;
unauthorised collusion;
quoting directly without making it clear by standard referencing and the use of quotation marks and/or
layout (indented paragraphs, for example) that you are doing so;
using text downloaded from the internet without referencing the source conventionally;
closely paraphrasing a text;
submitting work which has been undertaken wholly or in part by someone else.
I confirm the assignment is my own work: (name/ signature).
Yes/No Date 1st tutor 2nd tutor
Pass
Pass on resubmission
Fail
Cambridge assessment criteria for a pass:
The candidate is able to Met Tutor Comments
Show an awareness of how a learner’s
background, previous learning experience and
learning preference(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 the learner.
Find, select and reference information from
one or more sources.
Use written language that is clear, accurate
and appropriate to the task.
(Taken from the assessment criteria in the CELTA syllabus)
Overall comment
If you need to resubmit an assignment, make sure you upload the original version and the resubmitted
version. Both versions need to be in your portfolio.
Name the file as FOL your name.docx (or .doc), or FOL your name resubmission.docx (or .doc). Insert
your name in the running footer.
1
, PART 1 - Profile of the learner group
Insert your summary of your group here. Refer to their nationalities, ages, interests, reasons for learning English,
levels of motivation, learning styles and preferences and previous learning experiences. (approximately 300 words)
Our small group of Upper-intermediate students consists of 5
students, 2-3 of which are usually present. There is one man and the rest are
women, a quite various age range 25-50 years old. All of the learners differ
in nationalities, mostly Czech, Slovak/Hungarian and Russian with mixed
abilities. Obviously, all of our students have got previous learning
experience, most of them started to study English at school, some of them
had quite a long break between learning and took it up recently, some of
them study from books, one student still enhances her speaking skills,
working for an American company and chatting with friends in English. Thus,
as it was said above, learning experiences aren’t equal at all as well as levels
of the students.
Concerning their professional backgrounds, they are mostly
accountants and an engineer. The students’ hobbies are various: reading,
doing yoga, cooking and travelling. The majority of them have the intrinsic
motivation of learning English because of their reasons for improving it.
Some of them do it for self-improvement, reading, speaking, travelling, some
of them just do not want to forget the language, some of them to get
promoted and, surprisingly, to see the results of current studying because
that course-taker is a bit frustrated due to learning English all his life.
When it comes to the learning experience, the students didn’t find
studying English at school much effective because of lack of native English
speakers and book-based learning with translations. However, when they
studied at the university or attended language courses, they found it more
helpful with versatile topics and game implementation.
The interview revealed that most of the course-takers prefer
speaking to other activities. They are into enjoyable lessons, some of them
adore modern methods involving the internet. The students are truly active
during all speaking activities no matter how weak they are in some areas.
They do have problems with accuracy due to shortage of consistent
knowledge and use of it.
PART 2 - Competence in Skills
Skill 1: Checking my students’ language capabilities, that are rather mixed, it
was found out that they are keen on speaking, regardless of their mistakes
and sometimes lacks of lexis. And this is a positive moment that they are not
afraid to lose their face in front of others. Moreover, there is a Russian
student S**, who even wants to have fun of everything and everyone, which
occasionally makes it harder for everyone in class.
All of the learners cannot say that a state school approach to teaching
with book-based and translation methods is effective and a lot helpful. That
is one of the main reasons why they cannot speak accurately enough. Yet
2
