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Language Assignment A

Written Assignment 1 - Language Skills-Related Tasks Assignment


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Submission Date

Word Count
NB This document has 1,305
words in total. Subtract that
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include here (delete this).

I confirm that this submission is all my own work.


Signed: ________________________ (Trainee)
Checklist
(please tick)

Date:

Reserved for
the tutor

Assessment criteria
can analyse language correctly for teaching purposes
can correctly use terminology relating to form, meaning and phonology when analysing
language needs
can access reference materials and reference information you have learned about
language to an appropriate source
can use written language that is clear, accurate and appropriate to the task
Taken from Syllabus and Assessment Guidelines for Course Tutors and Assessors

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Re-submission

Date: __________________

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Fail

Language Assignment A

CELTA Assignment 1 Language-Related Tasks


Length: 750-1000 words*
Instructions

Complete a language analysis form for each of the words and phrases underlined.
Say how you would build up a context in the classroom to lead to your target language.
Research the language carefully and provide a clear and concise description of its meaning, a breakdown of its form
and highlight its pronunciation issues.
Say how you will check that learners understand the meaning, are aware of the form and how you will help them
with pronunciation issues.
Use your research to anticipate potential problems that learners might have with the language. Break these down
into problems with meaning, form and pronunciation and provide at least one example of a potential problem with
each of the three areas (M, F and P).
Provide effective solutions for the problems you have identified. Include references and/or a brief bibliography.

* Any submission totalling more than 1,100 words of your own work is an automatic resubmission. If you are having
problems here, consider using appendices.
Target Language for Analysis
The following are the marker sentences which MUST be used in this assignment do not change them.
a)

You dont have to wear a uniform. (Elementary)


Grammar L.A. sheet

b)

Analyse the two underlined words in the sentences Shes skinny. Shes slim. (Pre- Intermediate)
Lexis L.A. sheet

c)

Im looking forward to going on holiday. (Intermediate)


Analyse the negative and question form for this sentence too
Functions L.A. sheet

d)

By the end of the year Ill have finished my dissertation. (Upper Intermediate)
Grammar L.A. sheet

N.B. For the form breakdown, consider what the students need to know about the whole marker sentence.

Language Assignment A

Assignment 1 Checklist
Ensure the language you use to convey and check meaning is graded to the level of the students.
Context
- A clear context that leads to the meaning of the TL
- Built up as you would in the classroom
Meaning
- A clear definition of meaning using simple language (research)
Checking meaning
- Appropriate CCQs ,with answers
- Timeline/s where necessary
- Suggestions of other tasks / activities to check meaning
Form
- The form of the sentence, broken down appropriately
- The relevant parts of speech named (research)
Checking form:
- Ways of clarifying the form for the students / providing a written record
- Suggestions of other tasks / activities to check form
Pronunciation
- Phonemic script where appropriate
- Word stress considered
- Sentence stress / intonation considered
- Weak forms considered
Anticipated problems
-Based on your research/understanding of the language
- Examples of potential errors in MFP
- Phonemic script where necessary
- Possible solutions
Potential pitfalls:
- Using overly complex language
- Building up an unclear / confusing context
- Not establishing a context that will lead to the target language
- CCQs / Other ways of checking that dont get to or cover the full meaning
- Not including clear timelines where appropriate
- Inaccurate or insufficient breakdown of form / phonology
- Not finding specific anticipated problems, or not identifying the pertinent ones
Ways to shine:
- Build up a clear context with simple comprehension checking questions, exploiting visuals, realia, etc. where appropriate
- Show a good understanding of student-centred ways of checking MFP in addition to clear CCQs / timelines, etc.
- Research the language carefully to anticipate the right problems
- Provide effective solutions (t-centred and student-centred)

Language Assignment A

Grammar Analysis for Lesson Planning


Teacher

Structure
Context

Class level
Elementary

Date

TP No

dont /doesnt have to+ V1 to describe lack of necessity in the present .


My mother always tells me that there are many things that I dont have to do on my week end. For
example, she says, You dont have to sleep early. You dont have to go to school on Saturday.
Because you are staying at home, you dont have to wear a uniform.
You dont have to wear a uniform.

Marker
Sentences

What's the meaning/use?


(consult a reference book, e.g. Swan, Parrott, etc.)
You dont have to wear a uniform.
Meaning :
It means you can wear a uniform if you like, but it is not
necessary.
Use:
We use 'don't have to' to talk about things we can choose to
do or not in the present time.

What's the form?


(consult a reference book, e.g. Swan, Parrott, etc.)
Question:
Do
you
have to wear a uniform?
Aux.+ subject + have to + V1 + (object) ?
( base verb)
Affirmative :
You
have to
wear a uniform.
Subject + have to + V1
(+ object)
( base verb)
Negative :
You
dont have to wear a uniform.
Subject + dont + have to + V1 ( +object)

Which phonological features will you highlight?


(phonemics, sentence stress, connected speech, etc.)
You dont have to wear a uniform.
Phonemics:
/j dnt hv t we junfm/
Sentence stress:
You dont have to wear a uniform.

How will you clarify/check it?


(CCQs, timelines, etc.)
Showing pictures of students in uniforms and others
without.
Asking CCQs
Is he wearing a uniform? ( No)
Do students need to wear a uniform? ( No )

How will you clarify/check it?


To elicit some more sentences from the students about
the third person pronouns.
For example:
She doesnt have to wear a uniform in my graduation
party.
He doesnt have to wear a uniform in my graduation
party.

How will you clarify/check it?


Modeling the sentence for the students a
Writing it on the board and highlighting stress .

Connected speech:

Potential problems for learners with the TL


(NB Do not simply repeat points from above)

Suggested solutions

Language Assignment A

Students might get a wrong meaning.

Using :have to and dont have to


You have to go to school.
You dont have to wear a baseball cap.

Students might not be able to define the


correct tense.

Eliciting the present simple tense from the students in


different states. For example, questions, affirmative or
negative.

Thai students may have problems with the


letter W followed with a vowel.

Drilling and isolating the word and use back chain


technique.

Lexis Analysis for Lesson Planning


**Complete this sheet every time you plan to include at least three lexical items in your lesson**
Name

Level

Lexical Set

Context

Pre-Intermediate

Shes skinny. Shes slim.

For example, online dating profiles of people describing themselves & prospective partners when they sign up (delete this)

Lexical items

Method of conveying & checking meaning.

Include part of speech, a definition suitable for


your learners, phonemic script, stress
NB one row per item

Include CCQs to check meaning, form, as well as


other relevant means of checking, e.g. timelines,
clines, etc.

Skinny: adjective
Definition: (disapproving) very thin and doesnt
look healthy..
Phonemic script: /skn i/
o
Stress: Skinny

slim: adjective
Definition: (approving) attractively thin
phonemic script: /slm/
o
stress: slim

Show a picture of a skinny girl walking on the street.


Ask CCQ questions:

Anticipated problems/solutions
BE SPECIFIC HERE
Consider M F and P
Problems

Students might not


Use pictures and CCQs
M understand the disapproving Is she in a good shape? ( No)
side of the adjective.

Is she healthy?
Is she eating the right food?

Pictures of different shapes of people


CCQs

Solutions

Might not understand that it


is an adjective

Controlled practice on the parts of


a sentence.

Some students may have a


problem with the S sound.

May have issue with the


meaning

Use the opposite in a sentence.

Might not understand that it


is an adjective

Controlled practice on the parts of


a sentence.

Thais have problems with the Modelling and drilling


L sound.

Functions Analysis for Lesson Planning


**Complete this sheet every time you plan to include functional language in your lesson**
Name

Level

Intermediate

Function

Look forward to : used to anticipate a happy occasion in the future.

Context

I didnt have any long vacation this year. This is why I am looking forward to going on vacation next summer.

Functional exponents
Include relevant phonemic script, stress,
intonation, register information and analyse
form as chunk NB one row per exponent
Negative:
Im not looking forward to going on holiday.
S+ be + not + look forward to + gerund + prep.
phrase

Method of conveying & checking meaning.


Include CCQs (and answers) to check
meaning/function, form (and register, if necessary),
as well as other relevant means of checking, e.g.
timelines, clines, etc.
Are you on holiday now ?
Do you want to go on holiday in future ?
Is it holiday now? ( No)
Are you excited about the holiday? (Yes)

/am nt lk fwd t g n
hld/Affirm
Question :
Are you looking forward to the holiday ?
Be+ s.+ look forward to+ gerund -+ prep. Phrase
/ j lk fwd t hld ()/
o
stress: look forward to
Self-generated
intonation:
Im looking forward to going on holiday.
Oxford - Basic English Usage / M. Swan

Anticipated problems/solutions
BE SPECIFIC HERE
Consider M F and P
Problems

Solutions

Students might confuse it


Thorough CCQs using the phrasal
with the verb look to mean verb.
see.
Need to put examples

Students might use v1 after


to

Elicit written forms to the board.

Students might stress a


wrong part of the word
forward for example, the
final syllable.

Thorough choral group and


individual drilling.
Marking the stress on the board.

Grammar Analysis for Lesson Planning


Teacher

Structure
Context
Marker
Sentences

Class level
Upper Intermediate

Date

TP No

Ill have finished The future perfect: subject +will have+ (v3)
A student who is working on a dissertation and plans to finish at a certain point in the future.
By the end of the year Ill have finished my dissertation.

What's the meaning/use?


(consult a reference book, e.g. Swan, Parrott, etc.)
By the end of the year Ill have finished my dissertation.
Meaning: an action that will have been completed by a certain
time in the future

How will you clarify/check it?


(CCQs with answers, timelines, etc.)
Is the dissertation finished now?
Do you know when it will be finished?

Oxford - Basic English Usage / M. Swan page 111

http://www.englishpage.com/verbpage/futureperfect.html
What's the form?
(consult a reference book, e.g. Swan, Parrott, etc.)
Affirmative :
By the end of the year I
ll
have
finished
add. Info.
+ Subj. + modal + have + (v3)
my dissertation.
+(object).

Which phonological features will you highlight?


(phonemics, sentence stress, connected speech, etc.)
Phonemics:
/ba i end v j al hv fnt ma dsten/
Sentence stress:
o
o
By the end of the year Ill have finished my dissertation.
Connected speech:
By the end of the year Ill have finished my dissertation.

How will you clarify/check it?


Elicit more marker sentences as well as forms.
Examples:
By 11;30 I will have submitted my first assignment.
By this time next year, I will have finished my school.
Elicit written forms from the students.
Write these forms on the board.
Highlight the structure will have + v 3
Provide controlled practice and monitor for error.

How will you clarify/check it?


To model will have + v3 using one of the marker
sentences, highlighting the linking between I ll
Drill Ill in isolation, then back chaining in a full sentence.
Elicit stressed words in the sentences and highlight them
on the board (with circles or underlined words).

http://www.phonetizer.com/ui
Potential problems for learners with the TL
(For pron, prioritise from the points made above)
Students might use it to talk about any future
events.
M

Suggested solutions
Elicit from the students sentences about their future
projects that will have been completed in specific points in
the future.

They might confuse it with the present perfect.


will have + v3 confuse it with have/ has + v3

Elicit the two forms from the students and write them on
the board.
Emphasize the stress pattern using gestures while drilling.

Students might place the stress on the wrong


words.

Bibliography
Swan, M. 1990: Basic English Usage, Oxford
Oxford Learner's Grammar- Grammar finder
Cambridge Advanced Learner's Dictionary - 4th Edition
http://www.phonetizer.com/ui
https://www.englishclub.com/pronunciation/word-stress-rules.htm
https://www.englishclub.com/ref/esl/Phrasal_Verbs/L/look_forward_to_1771.htm