Southern Cross Teacher Training
Cambridge University CELTA
|Name |Submission date |Word count | | | | | |Signature to confirm the assignment is your own work | | |
These are the criteria by which this assignment is assessed. Before submitting the assignment, double check to make sure you have specifically addressed each area of assessment sufficiently.
|Criteria |Trainer Comments | |Correctly use terminology that relates to language | | |skills and sub-skills, e.g. make sure a task you | | |design and name as skim reading is indeed a skim | | |reading task. | | |Relate task design to language skills development, | | |e.g. make sure you provide a rationale for
each task| | |(e.g. why is the initial task a reading for gist?). | | |Find, select, and reference information learnt about| | |skills development from one or more sources. | | |Use written language that is clear, accurate and | | |appropriate to the task. | | | | | | | | | | |Pass 1st submission |
| | | |Fail
| | | | | | | | | | | |
Section 1: Justification of text
The text that I have chosen, a critical review of ‘Harry Potter and the Deathly Hallows: Part 2’, has the potential to be hugely engaging and I could create a very interesting and enjoyable lesson based from it. The film itself is very dramatic and universal to all audiences, and the text depicts this clearly. This allows learners to read the language on offer and use the video trailer in the lead-in as contextual background. Using a...
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