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39598902 CELTA Language Analysis Assignment

39598902 CELTA Language Analysis Assignment

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CELTA Written Assignment 2Language Related Tasks
For this assignment you should refer to grammar reference material (e.g. ‘Practical EnglishUsage’ by Michael Swan or ‘Grammar for English language Teachers’ by Martin Parrott) and
learner dictionaries, as
well as ‘Learner English’ by Michael Swan and Bernard Smith to help
you identify problems learners in your training context may have with the target language.
All the language items for this assignment have been taken from the authentic text ‘Glastonbury
fans set for more mud’ published on Yahoo! News.(
www.yahoo.com) Include your references at the end of each part of the assignment and a word count.
For each of the underlined language items below, complete a language analysis form as you dofor your TP (LPF). You can refer to examples you already have. Assume that you areanalyzing this language for the benefit of intermediate level students.
less severe than
had been improved
, …
3. ...(Some campers have already moved
flash floods2.
(Grammar & lexis)
may break throughWhat lexical set (group of related words) could you draw out from the text? Write the seton the back of the last analysis forms.
Glastonbury fans set for more mud
Music fans are coping with further showersas the Glastonbury Festival enters itssecond full day.
Parts of the site have been turned into a quagmire by heavy rain, but long dryspells have provided respite.The conditions have not deterred most of the 177,500 festival-goers, who canexpect to see a line-up headed by The Killers, The Kooks and Paul Weller.The weather has been
the last festival two years ago, when
flash floods
hit the Somerset site.But the area that was submerged in 2005 is again the hardest-hit, with severaldozen tents waterlogged after showers.Police said crime was on a par with 2005's festival, with 163 offences recordedby Saturday morning.In addition, a 26-year-old man from the Midlands is in a critical condition inYeovil District Hospital after being found unconscious in the early hours of Saturday morning after a suspected drugs overdose.Friday's bill was topped by the Arctic Monkeys, with the Sheffield bandheadlining the event's main Pyramid Stage.Their
set came just 18 months after the release of their debutalbum, Whatever People Say I Am, That's What I'm Not, and saw them performtracks from both that and its follow-up Favourite Worst Nightmare."I heard rumours that we didn't have enough songs to headline Glastonbury,"frontman Alex Turner joked during the set, which saw them joined by rapperDizzee Rascal.Amy Winehouse, The Magic Numbers and The Automatic were among the otheracts who excited crowds on Friday.The busy areas of the site have turned to mud, which is several inches deep atworst.
Two years ago, several hundred tents in one area suffered heavy flooding.Organisers said the drainage in that campsite
had been improved
, with largepipes laid to take water away.But this year, the same area has become a swamp, with tents surrounded bystanding water.Some campers
have already moved
to different spots, while others aredigging channels with tent poles to divert the water and hoping the skies do notopen again."When we got here on Thursday night, the weather was fine and it was on rockhard ground," said Kerrie O'Leary, 22, from Sheffield."I don't mind being surrounded by all this sludge, as long as it stays all rightinside the tent."Heavy showersAnother camper, Paul Kelly, 27, from Leicester, said one of his friends had leftthe festival as a result of the deluge."She just decided she'd had enough," he said."I'm thinking about moving, which is going to have to happen at some point."I think they've improved the drainage at the Pyramid Stage. What they nowneed to sort out is the camping areas."Jenna Duncan, 22, from the West Midlands, had been bailing water out of thetent's entrance and said she would also move if conditions worsened."This sleeping area is wet," she said."It adds to the excitement I suppose."More showers are due on Saturday, but the sun
may break through
later inthe day.The event, held on Michael Eavis' Worthy Farm, near Pilton, since 1970, drawsto a close on Sunday.The Who, Kaiser Chiefs and the Manic Street Preachers are among the other bignames appearing on the Pyramid Stage during the weekend.
Target Language:Quantifier & Adjective & ConjunctionExample: The weather has been less severe than the last festival two years ago.....Form (as you would write it on the board or on a worksheet for students)Quantifier (less) & adjective (severe) & conjunction (than)Pronunciation (weak forms, contractions, phonemic transcription, word stress, etc)
is pronounced as /ðæn/. has a weak form.
‘Severe’ is pronounced /sɪˈvɪə/, with the second syllable stressed
..Meaning (What does the target language mean? How are you going to convey it and elicit it? How areyou going to clarify the meaning to students? Mime, concept questions, diagrams, time lines, etc.The adjective severe, when referring to weather, describes weather that is extremely unpleasant andlikely to cause harm or damage.Lexical item: The weather was better in 2007 than in 2005.To convey the meaning, I would draw a timeline with 2005 on the extreme left and 2007 on the extremeright. I would use weather symbols, similar to those used on the BBC weather forecast, to convey thedifference in the severity of the weather during both festivals. The 2007 symbol would be a grey cloudwith rain, and the 2005 symbol a black cloud with rain and thunder claps. To further emphasise themeaning, pictures of the Glastonbury campsite during both years could be shown above the weathersymbols, to show the difference in the effects of the weather.Anticipated problems and solutions; (Do your best here, try and offer solutions, too)Meaning
The difference between ‘less’ and ‘fewer’ may be difficult for some students
, and a particular problemfor Spanish speakers as the Spanish language does not differentiate between the two (menos =less/fewer)
. One method of explaining this would be to point out that ‘less’ usually precedes uncountablenouns (e.g. less confusion, less water), while ‘fewer’ usually precedes
countable nouns (fewer cars,fewer bottles). To convey the meaning, I would use an exercise that included a list of (mixed) countable
and uncountable nouns, and ask the students to match each one with ‘less’ and ‘fewer’.
A concept
question would be ‘Can you have two weathers? No’. With s
tudents at an intermediate level or above, itwould be relevant to point out that informal English often uses less with countable words, but it isconsidered incorrect in the written form.
The meaning of ‘less’
can also change, and this could also confuse the students. One strategy to explainthe various uses would be to illustrate examples, such as the use of 
‘less as an adverb, e.g. ‘I work lessthan I used to’. The students could then be asked to write their own examples of the other functions of ‘less’
The word ‘than’ may be difficult for Spanish speakers, as Spanish
often uses the same
word (‘que’) for ‘than’ and ‘that’, which could lead to students incorrectly using ‘that’. I would illustrate some examples
of the uses of both words, and then give the students an exercise which would involve inserting either
‘that’ or ‘than’ into a series of sentences.
 PronunciationStudents may try t
o pronounce ‘than’ as /ˈθæn/
, or as /tæn/ 
if the ‘h’ is silent in their native tongue.
‘Than’ also has a weak form (/ˈθən/).
Students may attempt a phonetic pronunciation of ‘severe’, as /seˈvere/ rather than /sɪˈvɪə/.
 An appropriate solution for the pronunciation would be to drill the phrase in its entirety, with particular
emphasis on the accent in ‘severe’, as it is pronounced as a two syllable word. ‘Severe’ and ‘than’ could

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