Cracking the 4 Written Assignments

The four CELTA written assignments bridge classroom practice and pedagogical theory. Ranging from 750 to 1,000 words each, these tasks test your ability to analyze learner needs, break down complex language structures, design skills materials, and reflect on your professional growth.

Core Theory & Terminology

Every assignment is evaluated on a strict Pass/Fail basis against criteria established by Cambridge English. Candidates must meet all specified assessment criteria to achieve a ‘Pass’.

Assignment 1: Focus on the Learner

• Core Purpose: Profile an individual adult learner or small group, investigating their linguistic background, learning preferences, and motivation.
• Key Components:
  1. Diagnostic evaluation of spoken or written errors.
  2. Identification of L1 interference patterns (e.g., phonological or grammatical transfer).
  3. Selection and justification of remedial teaching activities to address identified needs.

Assignment 2: Language Related Tasks (LRT)

• Core Purpose: Demonstrate explicit language awareness by analyzing grammatical structures, lexical items, and functional expressions.
• Key Components:
  1. Unpacking Meaning (denotation, connotation, register) and drafting Concept Checking Questions (CCQs) with expected answers.
  2. Analyzing Form using structural breakdowns (e.g., had + past participle).
  3. Detailing Pronunciation features (phonetic transcription, word stress, weak forms).

Assignment 3: Language Skills Focus

• Core Purpose: Select and adapt an authentic or coursebook text (reading or listening) to design a skills-based lesson framework.
• Key Components:
  1. Justifying text selection based on learner interest and level appropriateness.
  2. Designing receptive subskill tasks (skimming for gist, scanning for specific information).
  3. Developing a productive follow-up task (speaking or writing) linked to the text topic.

Assignment 4: Lessons from the Classroom

• Core Purpose: Engage in critical self-reflection across your teaching practice sessions, evaluating tutor feedback and peer observations.
• Key Components:
  1. Identifying persistent personal teaching strengths and areas for growth.
  2. Evaluating progress made against specific course action points.
  3. Constructing a realistic professional development plan for post-course teaching.

In the classroom

When preparing written assignments during formal lesson planning, candidates must align their academic analysis with actual classroom practice.

Tutors evaluate assignments for clarity, correct use of pedagogical terminology, and adherence to word count guidelines (750–1,000 words). Exceeding or falling short of the word count can result in a ‘Resubmit’.

Practical Classroom Application

To ensure your Language Related Tasks assignment passes on first submission, use this standardized template for every target language item:

LRT Target Item Checklist

1. Target Sentence: “She’s been living here since 2020.”
2. Meaning Analysis: Started living here in 2020 and still lives here now. Focus on duration continuing to present.
3. Concept Checking Questions (CCQs):
   • Does she live here now? (Yes)
   • When did she move here? (In 2020)
   • Is she going to move tomorrow? (We don’t know / Probably not)
4. Form Breakdown: Subject + has (’s) + been + Verb-ing
5. Phonetic Analysis: /ʃiːz bɪn lɪvɪŋ hɪə sɪns twenti twenti/ (highlighting weak form of been /bɪn/).

Reflection & Further Reading

• Reflective Question: How can you use Concept Checking Questions (CCQs) to verify student understanding without relying on the unhelpful question “Do you understand?”
• Key References:
  • Workman, G. Concept Questions and Time Lines.
  • Parrott, M. Grammar for English Language Teachers.
  • Thornbury, S. Uncovering Grammar.