Cambridge University CELTA
Focus on the Learner– Length: 750 - 1000 words
Name Submission Word count Signature to confirm the
date assignment is your own
work
Esraa Ahmed El-
Gharbawy
First Submission
Criteria Pass (P) Comment
or
Resubmit
(R)
a. showing awareness of how a
learner’s/learners’ background(s),
previous learning experience and
learning preferences affect learning
b. identifying the learner’s/learners’
language and/or skills needs
c. correctly using terminology relating
to the description of language
systems and/or language skills
d. selecting appropriate material
and/or resources to aid the
learner’s/learners’ language and/or
skills development.
e. providing a rationale for using
specific activities with a
learner/learners
f. finding, selecting and referencing
information from one or more
sources using written language that
is clear, accurate and appropriate
to the task.
First Submission Grade: 1st Marker:
PASS ON 1st SUBMISSION RESUBMIT 2nd Marker:
Note: If you need to resubmit, take this version with the feedback from your tutor and
make changes directly to the assignment. Please do not make any changes to this first
page that has the overall feedback from your tutor. If you need to resubmit, your tutor
will need to refer to the feedback from the first submission.
Second Submission (if applicable)
Comment on Second
Submission
2nd Submission Grade: 1st Marker:
PASS ON 2nd SUBMISSION FAIL 2nd Marker:
1
Preparation
1. Read the sections on the languages of your learners in “Learner English” by Smith
and Swan. You will need to reference it in part 3.
2. Liaise with your group during TP and make notes on your learners’ preferences and
linguistic (grammar, vocabulary, pronunciation) problems.
3. You need to get information on the learners’ backgrounds, previous experience of,
and motivation for learning English.
The Assignment
This assignment is not in continuous prose. That means you do not need to use
paragraphing like in the SRT assignment. You just need to follow the directions in
the tables of the assignment to complete it. Below is a brief overview of the
assignment. You should still use complete sentences and accurate English.
Part one: The Profile of the Learner
Part two: Weaknesses the learners have with language
Part three and four: Finding activities to help the learners
Assessment Criteria (Cambridge ESOL)
Successful candidates can demonstrate their learning by:
• Showing awareness of how learners’ backgrounds, previous
learning experience and learning preference affect learning
• Identifying the learners’ language needs
• Correctly using terminology relating to the description of language systems
and language skills
• Selecting appropriate material and / or resources to aid the learner’s /
learners’ language development
• Providing a rationale for using specific activities with learners.
• Finding, selecting and referencing information from one or more sources
using written language that is clear, accurate and appropriate to the
task
2
Checklist
As you plan and complete your assignment, use the checklist below. Read it
carefully and make sure you do everything.
Criteria Tick when
done
Specifies a core group of learners’ and provides a background profile. yes
Shows an awareness of how learners’ background, previous learning yes
experience and learning preferences affect learning. The receptive and
productive skills abilities are mentioned.
Identifies two total language problems: one for grammar and one for yes
pronunciation. Each language problem is specific and has two examples of
that problem.
The rubric has been followed closely for part 3. yes
Uses two quotes appropriately from Learner English in Part 3A and Part 3B. yes
Correctly uses terminology relating to the description of language and skills. yes
Uses written language that is clear, accurate yes
and appropriate to the task.
Includes a bibliography of sources consulted (Learner English). The yes
published materials referred to in Part 4 are included in at the end of the
assignment as well.
Keeps within the word limit (750 – 1,000 words) and includes a word count. yes
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The assignment
Part 1: The Profile of the Learner(s)—(300-400 words) (303 words)
A) The Learner(s): Briefly describe the level of your learners, the ages and
nationalities and comment on learner backgrounds, previous experiences of
learning languages, and motivation for learning English. Mention some student
names to provide some examples. Do not write about each student. Write a short
paragraph below.
Note: You are writing about the WHOLE group that you and your peers
interviewed.
B) The Learner(s) in the Classroom: Comment on classroom behaviour, such
as if they take notes, self-correct, and if they seem to have any learning
preferences. Identify how your learners' previous learning and preferences affect
their learning in the classroom. Write a short paragraph below.
An example of a learning preference: Pablo and Takako seem
reluctant to take part in drilling unless they have seen the language in its
written form…
C) The Learner(s) abilities with language skills: Briefly mention the learner’s
strengths and/or weaknesses with receptive subskills (gist, specific-information,
and detailed comprehension) and speaking/writing for fluency. Not all subskills
need to be mentioned, but receptive and productive skills should be mentioned.
Write a short paragraph below.
Part 2: Weaknesses with Language (250-350 words) (344 words)
A) Identify a specific language problem with a structure. You can choose from this list:
present simple, present continuous, present perfect, present perfect continuous,
past simple, past perfect, past perfect continuous, future simple, future
continuous, the passive, infinitive vs. gerund, modals, third-person singular -s,
direct/indirect/zero articles, first/second/third/zero/mixed conditionals, determiners
and countability, adverbs (of frequency/location), superlatives, comparatives.
● If you choose a structure that is not on this list, ask your tutor for approval.
● Give two examples of the same grammar problem.
State verbatim
what the learner(s)
said. Write the two
examples of the
same grammar
problem here.
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State the correct
utterances/sentenc
es. Be sure to also
give a label to this
problem. Be
specific.
Note: “Problems with
the past tense” is not
specific. “Problems
with the past
continuous for
interrupted actions”
is more specific.
State why you
think the learner
has this problem.
Refer to Learner
English for learners
whose L1 is in the
table of contents
(Chinese, Spanish,
Indonesian, Italian,
etc.)
For Vietnamese
and other
languages that
may not be in
Learner English,
your tutor will
suggest some
resources.
Provide either a
direct or indirect
quote to
demonstrate
you’ve done some
background
reading.
Provide a specific
suggestion for the
problem. The
suggestion can be
about immediate
error correction, or
it can be about
suggesting what
the learners can do
outside of the class
to improve.
B) Identify a specific language problem with a pronunciation. This can be a problem
with specific vowels, specific consonants, specific consonant clusters, or stress.
Please note, that we are trying to find a problem with the students’ pronunciation system, not the
knowledge of a single word. For example, the word “mustache” should be pronounced as /mʌstætʃ/. If
a student has no problem with the /ʃ/ sound and pronounces “mustache” as /mʌstætʃ/, this signifies
that the student has a problem with the knowledge of this word. It is in fact not a problem with the
student’s underlying pronunciation system. Avoid this trap.
Note: You have to give two examples of the same pronunciation problem here.
State verbatim
what the learner(s)
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said.
Remember to write
out the utterance and
provide some context
if necessary. The
word with the
problematic sound
should be transcribed
using phonemic
script.
Give two examples
of the same
problem.
State the correct
utterances/sentenc
es. Be sure to also
give a label to this
problem. Be
specific. The correct
utterance should use
phonemic script as
well. Be sure to give
this problem a label.
Note: “Problem with
vowels” is not specific
enough. “Problem
with /ʊ/” is more
specific.
State why you
think the learner
has this problem.
Refer to Learner
English for learners
whose L1 is in the
table of contents
(Chinese, Spanish,
Indonesian, Italian,
etc.)
For Vietnamese
and other
languages that
may not be in
Learner English,
your tutor will
suggest some
resources.
Provide either a
direct or indirect
quote to
demonstrate
you’ve done some
background
reading.
Provide a specific
suggestion for the
problem. The
suggestion can be
about immediate
error correction, or
6
it can be about
suggesting what
the learners can do
outside of the class
to improve.
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Part 3: Selecting Referenced Materials and Rationale (200-250 words)
(225 words)
Note: This is about demonstrating that you can find published material (not
making your own tasks or adapting). Find published material for the level of your
learner(s). Print out a copy of the materials and attach it to this assignment. This
should also not be from your course book.
A)
Find printed materials to help students
with the problems identified in A
(structure) of Part 3.
Answer the following questions: Why is
it suitable for the learners based on
their level, learning preferences, and
activity preferences in the classroom?
Be sure to attach the activity (the
whole page) into the appendix of this
assignment. Include the source and
write it in the bibliography.
The activity must be for adults at the
appropriate level.
B)
Find printed materials to help students
with the problems identified in either B
(pronunciation)
Answer the following questions: Why is
it suitable for the learners based on
their level, learning preferences, and
activity preferences in the classroom?
Be sure to attach the activity (the
whole page) into the appendix of this
assignment. Include the source and
write it in the bibliography.
The activity must be for adults at the
appropriate level.
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Add materials for Part 4A below.
Source:
Add materials for Part 4B below.
Source:
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Part 5: Bibliography (no word limit)
Note: You should use Learner English in part 2. Reference it below. Use a widely-
accepted format for referencing. An example of a widely-accepted format is:
English grammar in use (intermediate), Raymond Murphy Pages 24-25-223
Ship or sheep, Ann Baker, p.6 & 7
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