PLEASE COMPLETE THIS BEFORE RESUBMISSION

Submitted by: ______________________________________________________

Assignment title: ______________________________________________________

Assignment number: ______________________________

Number of words: ______________________________

Submitted on (date): ______________________________

This assignment is my original work and I have acknowledged all sources.

Full name: ________________________________

To be completed by CELTA tutor

Overall grade: Resubmit. ONLY the parts listed below in a separate Word document by 22nd
June, please. Thank you.

General comments:
This is not currently at pass standard, Mariia, I think from what you said that you ran out of
time and it does need a bit more work. You need to narrow your focus in the analysis parts to
JUST this target language. Then in the Problems and Solutions, you need to align the ones you
choose closely to what has come from the analysis.

You clearly have some good knowledge here but you need to be much more organised and
systematic in its presentation so take some time now to think through this and resubmit the
following parts.

1) If – conditional structure
- The form and pronunciation analysis
- One form and one pronunciation problem and solution

2) Has happened
- The meaning analysis and the ccqs for this meaning / use of the present perfect
simple
- The pronunciation analysis

3) Put off
- The meaning analysis and the CCQs for this meaning of put off
 - The Form analysis
- one problem and solution with details relating to meaning
- one problem and solution relating to form.

Look at my in-text comments and the grid below to guide you and we can discuss this further at
the tutorial.

Anne Timson 09/06/20

LANGUAGE MEANING
ITEM
Structure 1 You have identified the element of
if-conditional. hypotheticality but not of the
result of the condition.
If the condition is fulfilled, what
question is asked about the result?
CCQs should cover this as well
Structure 2 You need to identify the meaning
has happened of this use of the present perfect
simple (you have given a definition
that includes different uses of the
present perfect simple).
Your CCQs need to align with the
use in this context (and either be
generalised or draw on the context
to demonstrate/check
understanding): adding a different
context would confuse rather than
clarify.
Lexis 1 Definition is not quite right (what
put off dictionary did you use – reference
this in a footnote).
The CCQs need to include the
element of decision or choice
though.
You give a good example.
FORM PRONUNCIATION Anticipated Problems and Solutions
Some accurate Distinguish form from pron Your meaning problem and solution are
points - though you more clearly. appropriate (though more detail of further
say ‘participle’ not Identify the pron analysis examples etc. would support it)
past tense? separately: think about Your form problem is confused (past
sentence stress participle?
Limit the target form linking,
analysis to intonation and phrasing.
if scientists invented
a pill,.. would you
take it?
√ accurate You haven’t provided a Your meaning problem and use of the
pron analysis. timelines is accurate (though you need to
check and demonstrate understanding of
connection with the present.
Your first form problem is appropriate but
you need more information on how you
would ‘use the whiteboard’. Similarly, for
the pron. problem – how would you revise
the rules (probably simpler and more
effective simply to model and drill though).
you need to focus on you haven’t analysed the You only need to include 2 or 3 problems
the form of THIS PV pronunciation here (i.e. and solutions per item in the assignment.
(which is separable, stress, linking etc.) Choose the two most significant, for
transitive ) and the example, that come from the analysis
analysis of that. (probably here meaning and form) and
focus on the PV put off (i.e. the one you
want to teach) rather than a range of other
ones. Use appropriate concept questions
and examples, personalisation etc. for

Lexis 2 √ you have the definition and the
eventually CCQ and examples get most way
towards checking understanding.
Be careful of language grading,
keep it as simple as possible.
meaning, highlight on the board, for
example, for form.
√ check the word stress (look √ Your meaning and form problems are
at the phonemic transcript appropriate and the solutions are clear.
from the dictionary)
You mention a problem of Try to align your problems more fully with
elision that you don’t put in the analysis particularly for form and pron.
the analysis.
Assignment 2 - Language related tasks
Lexis
Meaning:
1. We can put off sleeping for a limited period (lexis)
Meaning :
You delay doing it or to hold back to a later time because it is not necessary. Commented [AT1]: Not ‘not necessary’ but because we
choose to delay.
Other example:
Women who put off having a baby often make the best mothers.

CCQs
Are we going to sleep now or later on? Later
Can we delay it for a long time? Yes, we can Commented [AT2]: This doesn’t relate to the target
language so much as the circumstances when it is used.
Better to have a CCQ that focuses on the fact that it is a
decision.
Form
Phrasal verb used informally, it can be (transitive verb) (separable)
means does not need an object or intransitive (needs an object). Commented [AT3]: This is not relevant to THIS TL though.
Verb+ adverb
put something/somebody off
We can put off sleeping
Or we can put sleeping off
Phrasal verb is inseparable. Commented [AT4]: Separable not inseparable?
Pronunciation: Commented [AT5]: Analysis?
Put off
Anticipated Problems and Solutions:

Meaning:
Problem: students might not know how to use them because they have a
figurative meaning. As a result, they might translate them literately.
Solution: Teacher may clarify the use of phrasal verbs and provides
examples within sentences so that students can work out the meaning by Commented [AT6]: e.g?
looking carefully at the verb.
Problem: Students may use them in formal writing (Register)
Solution: Teacher elicits on the board their use and provides examples ,
CCQs to further pinpoint meaning, Commented [AT7]: CCQs won’t help with appropriacy
Form:1 though.
Problem: Students may use the wrong preposition.
Solution: Teacher elicits on the board each phrasal verb with an example Commented [AT8]: How do you mean?
from the text.
Problem: multiword forms may have two or more meanings, so learners may
be misled by recognising a form and assuming that it has the meaning that
they already know.
Solution: Teacher will provide examples and elicit from students what does
each phrasal verb mean in the sentence by drilling the form and questions to
reinforce the form. Commented [AT9]: Focus on the pv that you want to
teach, though, rather than too many others.
Pronunciation:
Problem: the disappearance of the sound /t/ in put off. (weak form) Commented [AT10]: I’m not clear what you mean here.
Solution: teacher models and drills the phrasal verb for students.

Lexis
Meaning:
2. We suffer hallucination , and eventually die ( vocabulary) .

CCQs:
If something is happening eventually, will it happen straight away?
No Commented [AT11]: Good, clear

Do we die before we have hallucination? No
Do we die after a considerable period we have hallucination? Yes.
Commented [AT12]: So it’s after difficult things happen –
better to make it more general as the context here is limited.
Commented [AT13]: Language grading, this could be
clearer

In the end, especially after a long delay, dispute, or series of problems. Commented [AT14]: Include the reference here.
Other example;
‘eventually, after midnight, I arrived at the hotel’ Commented [AT15]: Good.

Form:
Adverbs describe verbs. most of the adverbs end in ly. Adverbs are
located before the verb in the sentence. Commented [AT16]: Accurate
Pronunciation:
/ɪˈvɛntʃuəli / Commented [AT17]: This means the next syllable is
stressed
There are four syllables and the main stress is placed on the first syllable.
Commented [AT18]: Is it? Look at the phonemic script..
The second syllable is a /ven/
Reference Is there elision in the word?
Oxford Dictionary online Oxford University Press (2014)
http://www.oxforddictionaries.com/

Anticipated Problems and Solutions:

Meaning:
Problem: Students might not understand the meaning of eventually,
giving it the meaning of possibility because in many Latin languages like
Italian or Spanish.
Solution: Teacher CCQs the word to show students that eventually
means inevitability not possibility. Elicit examples of other contexts to
reinforce meaning. Commented [AT19]: Good.
Form:1
Problem: Students may spell the word wrongly with one (L) instead of
two
Solution: Teacher colour codes the correct spelling on the board and
asks questions to reinforce form. Commented [AT20]: good
Problem: Students might omit the last syllabus (ly) of the word, only
saying the adjective.
Solution: Model the correct pronunciation and stress the last sound of the
word / / Commented [AT21]: ? how does the pron relate to the
form problem though?
Pronunciation:
Problem: Students may not pronounce eventually correct, or stress the
wrong syllabus , the sounds change of /t/ to / / Commented [AT22]: ?
Solution: Teacher uses the phonemic chart to model the word, drills
chorally and individually with the whole class. Commented [AT23]: This would work well.

Grammar
Meaning:
1- If scientists invented a pill which, if you took, would keep you
awake for ever, would you take it? (grammar)

If second conditional usually suggests that the situation is less probable,

or less definite, or impossible, or imaginary compared to the first
conditional which uses the present tense. Commented [AT24]: What about the idea of the second
dependent clause, i.e. this condition occurs, so…?
CCQs:
Is it possible to take this pill? No, it is not possible. Because it is not
available
Is it likely to invent the pill soon? No, it is not
Why not? because it is hypothetical. Commented [AT25]: You have the idea of hypotheticality
here but not the conditional result.
Form 2 nd conditional (unreal situations)
Positive
I / you / we / they if + S+ past participle , would+ bare Commented [AT26]: Past tense - Not participle.
infinitive
Negative
I / you / we / they If + S+ auxiliary + not + past participle
,
He / she / it would + bare infinitive
Question
I / you / we / they If+ S +past participle, Would + bare
infinitive +S?
This structure is referred to as type 2 conditional (second) hypothetical or
unreal conditionals. They are used to refer to impossible or contrary to
fact things. Commented [AT27]: This is meaning though, not form.
We form the second conditionals as if clause (if + past tense) +
conditional clause
(Would + bare infinitive). The two clauses are separated by a comma.
However, we do not use a comma when we begin with the conditional
clause. Commented [AT28]: This part of the Form is accurate.

Pronunciation:
1-If scientists invented a pill which, if you took, would keep you awake
for ever, would you take it?
Would =`d when contracted. Commented [AT29]: Contraction is form, pronunciation
analysis?
A link between I would work= `d work Sentence stress
Linking
Phrasing/intonation?
Anticipated Problems and Solutions:
Commented [AT30]: This isn’t in the sentence though.

Meaning:
1. Problem: Students may not know or understand type 2 conditional
(second) is used hypothetically or in unreal conditionals. They are used to
refer to impossible or contrary to fact things.
Solution: Teacher uses CCQs to further pinpoint the meaning and elicit
examples on the board. Commented [AT31]: Okay – can you include examples
here?
Form:
2. Problem: Students may not be familiar with the past participle of the Commented [AT32]: Where is the past participle?
irregular verbs.
Solution: Teacher separates irregular verbs according to the same ending
on the white board and drills these words.
3. Problem: Students may easily forget the grammar of long conditional
sentence with two clauses if and mix between them by using if +
infinitive instead of the past simple.
Solution: Teacher can help students by teaching and practicing one
clause at a time, also provide a lot of opportunities and help for students
to master this rule by using CCQs to reinforce form and elicit on the Commented [AT33]: CCQs don’t check form…
board.
Pronunciation:
4. Problem: in casual conversation if is often barely pronounced. The
vowel disappears entirely and even /f/ is whispered.
Solution: Teacher models the sentence to show unpronounced or
disappearing sounds and then she drills it with students. Commented [AT34]: Do you want them to produce the
sound or not? Or do you want them to recognise that we
Problem: the contraction of world is (‘d )so the sound disappears. sometimes don’t hear it.
Solution: clarify the contraction on the white board. Commented [AT35]: ?
Reference
Grammar for English Language Teachers second Edition by Martin
Parrot , Cambridge University Press (2010)
Grammar
Meaning:
… everything that has happened to us during the day

Pertaining to,or being a verb tense or form indicating that the action or state
expressed by the verb was completed prior to the present or that it extends
up to or has results continuing up to the present.1 Commented [AT36]: Where is the footnote here?

Which is it in THIS use of the present perfect simple though?

CCQs: You are including several different uses here. Analyse why it
is used in the sentence.
What happens to everybody if we never drink water? DIE
When has it happened? DURING THE DAY Commented [AT37]: This doesn’t connect with this target
structure though. Talking about drinking water would
confuse the students.

Form: Commented [AT38]: Basically accurate.

Auxiliary verb have/has + past participle of main verb.
Everything that has happened to us during the day.

This structure is referred to as present perfect.

In contractions: have – ‘ve
has – ‘s2

Pronunciation:
• • • Commented [AT39]: ?
…everything that has happened to us during the day.

Anticipated Problems and Solutions:

Meaning:
Problem: Student may confuse present perfect with the simple past tense
Solution: draw a timeline showing the difference between them and show
the difference in meaning when using simple past.
Commented [AT40]: This is clearer – apply this
understanding to the analysis above. You need to indicate
connection to the present somehow as well.

3
I remember everything that has happened to me during the day. (up to the
present)

I remember everything that happened to me yesterday. (Finished time)

Form:
2. Problem: Students may confuse when to use have/has
Solution: Use the white board to illustrate the use of has for the Commented [AT41]: How?
singular and have for the plural monitor and correct if necessary.
3. Problem; Students may be confused with word order of question
forms. Commented [AT42]: There are no question forms here?
Solution: Elicit clearly onto the board and monitor when students are
speaking and writing
Pronunciation:
Problem:
Students might add an extra syllable when pronouncing the past participle
of the verb happen, as most Brazilians have difficulties differentiating the Commented [AT43]: Among many others.
three pronunciations of the past of regular verbs.
Solution: revise the rules for pronouncing the past of these verbs. Commented [AT44]: How? Probably simpler to model,
highlight and drill.
/Id/ /d/ /t/
Reference
How English works A Grammar practical book 2nd edition by
Michael Swan & Catherine Walter, Oxford ( 1997)
Grammar for English Language Teachers second Edition by Martin
Parrot , Cambridge University Press (2010)