CAMBRIDGE ESOL CELTA WRITTEN ASSIGNMENTS

Focus on the Learner Assignment

This 750 1,000 word assignment will be assessed according to the following criteria:

a showing awareness of how a learners/learners background(s), previous learning
experience and learning
styles affect learning
b identifying the learners/learners language/skills needs
c correctly using terminology relating to the description of language systems/
language skills
d selecting appropriate material and/or resources to aid the learners/learners
language development
e providing a rationale for using specific activities with a learner/learners
f.i finding, selecting and referencing information from one or more sources
f.ii using written language that is clear, accurate and appropriate to the task

For this essay you will provide a Needs Analysis for your TP group of learners. This is an
essential aspect in the process of providing effective, customised, and therefore,
meaningful learning opportunities for your learners. It helps you to better plan for, adapt
to and manage the specific needs of individuals and individual groups of learners. Provide
the Needs Analysis by filling in the following boxes in accordance with the guidelines
provided.
(NB Part A is completed and handed in 9:00 AM on Day 5 Week 1. Part B is handed in
9:00 AM on Day 5 Week 2.)

Part A - Class Profile Grid: Assessment Criterion a, b, and f.ii


1) Fill in the chart on the next page for seven learners in your class. There is an
example provided of how to do this.
2) Keep the information to a minimum; the box size is fixed - all information must fit
within each box. Use note form.
3) Use your observations through Week 1 to focus on your learners and gather further
information for the grid. MOST OF THE INFORMATION YOU MUST GATHER FROM
OBSERVATION. DO NOT ASK THEM ALL THE ANSWERS TO ALL THESE QUESTIONS.
Observation is one of the most important skills that a teacher can develop.
4) Work with others to complete this grid. You do not have to compile ALL the
information yourself; work together and split the load as you see fit. Liaise so that
you share the information and build up a clear profile of the class.
5) Complete this and email it in to your TP tutor by 9:00 AM of Day 5 Week 1.



Part B Group Needs : Assessment Criterion a, b, c, d, e, f.i and f.ii

1) For this section you will need to identify the generic needs of this group of learners.
2) Use the information in the grid, your groups lessons with these learners and your observations to
help you.
3) You may draw on each others observations to help complete this, but the written work must be
your own.
4) Fill in the following boxes as per the guidelines provided, based on your observations.
5) Include a bibliography of any background reading and resources used, at the end of this assignment.
6) Include your selected, referenced materials as appendices in this document or photocopy these,
label them and submit by hand.
7) Submit only a single Word document for this assignment (unless you include the materials as PDFs
etc).
8) To be completed and emailed in by 9:00 AM Day 5 Week 2. Submit both Part A and Part B with this
submission.



We have a lively bunch of 10-12 learners coming to learn English from different organizations like Emril Services &
Jumeirah Rotana, etc. Hailing from different countries of South Asia, each one of them brings something new to the
class. All of them have learnt English at either the Secondary level or at the High School. So having some basic English
education & some of them being very bright, they want to improve on their English language skills to improve their
job advancement chances.




One specific area of grammar that these learners have an issue with is (the use of have/has in sentences for
first person singular & third person plural(present perfect)). I know this is a recurring issue because I observed
this same issue on at least three occasions with three different learners.

On one occasion (Shaukat) said/wrote (Has you got an apple?), instead of (Have you got an apple?).

On another occasion, (Ahmad) said/wrote (Has you done your work?), instead of (Have you done your work?).

And on another occasion, (Deepak) said/wrote (Has you had your lunch?), instead of (Have you had your
lunch?).




In order to help my learners address this area of grammar, I have selected the following supplementary
activity taken from (Exercise 8.1, Page 17, Unit 8 (Present perfect 2), English Grammar in Use (4
th
Edition)).

This will help the learners address this particular grammar issue because it works in such a way that (have
is used for a first person singular or a third person plural (I, they) when using the present tense or the present
perfect, while has is used only in the third person singular other than you & I (he/she/it/John/Taj Mahal)

This exercise helps practice the use of the correct grammatical form (have) in the case of first person singular.




One specific area of pronunciation that these learners have an issue with is (the pronunciation of bowl /bl/
& ball /bl/). I know this is a recurring issue because I observed this same issue on at least three occasions
with three different learners.

On one occasion (Rama) said/wrote (His son was playing with the bowl /bl/), instead of (His son was playing
with the ball /bl/).

On another occasion, (Janaka) said/wrote (She has cereal in a ball /bl/), instead of (she had cereal in a bowl
/bl/).

And on another occasion, (May) asked (Do you want to play bowl /bl/), instead of (Do you want to play ball
/bl/).

The pronunciation of /bl/ and /bl/ are being confused & used in each others place





In order to help my learners address this area of pronunciation, I have selected the following supplementary
activity taken from (Practice 2, Page 63, Ship or Sheep? An intermediate pronunciation course)

This will help the learners address this particular pronunciation issue because it works in such a way
that(listening to the CD recording & repeating after it will give the right pronunciation for each word)











One specific area of receptive skills that these learners have an issue with is (reading for gist). I know this is a
recurring issue because I observed this same issue on at least three occasions with three different learners.

On one occasion (Deepak was found to be reading in detail), instead of (going through the text quickly for an
overall idea).

On another occasion, (Azam was reading too slow & didnt know what the reading was about), instead of
(skimming through it quickly & knowing the main idea).

And on another occasion, (May was found to be reading while all the others had already finished the 1
st
reading),
instead of (reading through it without looking for details).




In order to help my learners address this area of receptive skills, I have selected the following
supplementary activity taken from (Preview Reading 2 (The world of work), Page 32, Unit 2, Q: Skills for
success, Reading & Writing)

This will help the learners address this particular reading/listening issue because in works in such a way that
(Practicing the exercise quickly & answering the questions will help them improve their skills of getting an
overall idea while reading for gist)