CELTA Assignment Cover Sheet

To be completed by CELTA candidate

Submitted by:

Assignment title: Language related tasks

Assignment number: 2

Number of words: 1,100

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:

General comments:

International House London Teacher Training

A MEMBER OF THE INTERNATIONAL HOUSE WORLD ORGANISATION

Grammar

Item for analysis …everything that has happened to us during the day.

Meaning

An action started in the past (unspecified moment), and it

continues up to the present.

CCQs 1) Are we talking about the future? No

2) Are we talking about the past? Yes

3) Are talking about a specific time in the past? No

Form Have/has + past participle

..has happened….

This structure is referred to as present perfect tense

Have/ has is an auxiliary verb and is followed by the past participle

of the main verb.

Pronunciation /(h)əz ˈhæp.ənd/

The auxiliary verb has is transcribed phonetically in a weak form with the
schwa.

..everything that has happened to us during the day.

There are two syllables on the verb happened and the main stress
goes on the first one /‘hæ/

There is a linking between to and us.

Appropriacy (if relevant) Neutral

Page 2 of 7
Problem/Solution with Problem: Students may confuse it with the verb have got
meaning
Solution: Use the timeline in order to explain the meaning of the
form and ask CCQs like: Does it show that something belongs to
someone? No. Are we talking about an unspecified moment in the
past? Yes.

Problem: Students might confuse present perfect with past simple.

Solution: Use one timeline for present perfect and one for past
simple, highlighting the differences.

Timeline 1: ..everything that has happened to us during the day.

Timeline 2: A funny thing happened in the office yesterday.

Problem/Solution with form Problem: Students may forget to use the auxiliary verb have.

Solution: Write on the board the form. Highlight the auxiliary verb
have.

Problem: Ss may forget to use the past participle and use the bare
infinitive of the verb.

Solution: Highlight the main verb and write on top of it that it is

past participle.

Problem/Solution with Problem: Students may pronounce -ed as /ɪd /.

pronunciation
Solution: Write on the board the phonemic chart. Use back-
chaining. Drill /d/, then /p.ənd/ and then / ˈhæp.ənd/.

Problem/Solution with Not applicable

appropriacy (if relevant)

Reference Swan, Michael. Practical English Usage Oxford University Press, 2002

Grammar

Item for analysis ..but sooner or later we have to sleep.

Meaning Have to is used to say that something is required or it’s necessary.

[1]

Page 3 of 7
CCQs 1) Is it something we need to do? Yes.

2) Do we have a choice? No.

3) Will we sleep in the future? No.

Form Have/has + to + bare infinitive

… have to sleep

It is in the Affirmative form.

have to is a modal verb that consists of the auxiliary verb

have/has and the preposition to. It is followed by a bare infinitive.

Pronunciation /ˈhæf·tu ˈslɪːp/

The sound –v in have becomes –f because it is followed by the

dental consonant –t. The sound –i in sleep is long/ i:/. Also, there is

linking between have and to and sentence stress is placed on the

verb have because it expresses obligation

 we have to sleep.

Appropriacy (if relevant) Not applicable

Problem/Solution with Problem: Students may confuse it with the meaning of the verb
meaning have got.

Solution: Write on the board that have to is synonym of must.

Therefore, students will understand the idea of ‘’obligation’’ that
both verbs carry. Afterwards, I will ask the CCQs I mentioned
above. (section CCQs)

Problem/Solution with form Problem: Students may forget to use the preposition to after have.

Solution: Elicit the correct form and write it on the board.

Highlight the word to.

Problem: Students may use another form of the main verb instead
of a bare infinitive, for example –ing.

Solution: Elicit the correct form and then, cross out the -ing. Then,
write bare infinitive next to it.

Problem/Solution with Problem: Students may stress the verb sleep when they are
pronunciation speaking.

E.g: we have to sleep.

Solution: Elicit and mark the correct stress on the board. Model
and drill chorally and individually.

Problem/Solution with Not applicable.

Page 4 of 7
appropriacy (if relevant)

Reference 1. https://www.merriam-webster.com/dictionary/have%20to

Item for analysis We can put off sleeping for a limited period.

Meaning Put off means to decide or arrange to delay an event or activity until

a later time or date [1]

CCQs 1) Do we want to do it? No

2) When do we do it? Later

Form Put off is a phrasal verb which consists of verb + adverb. It is usually
followed by an object (sleeping).

Put off + sleeping

Pronunciation /pʊt ˈɒf/

There is one syllable in each word. The main stress is on the second word off.

We can put off sleeping for a limited period.

Appropriacy (if relevant) Put off is informal and cannot be used in a formal essay or in an email
we are sending to our boss.

Problem/Solution with Problem: Put off can be confused with put.

meaning
Solution: Use CCQs (as above) to elicit the meaning, as well as more
examples using the phrasal verb.

e.g: Never put off until tomorrow what you can do today.

Could we put our meeting off until tomorrow?

Problem/Solution with form Problem: Students might think that, when we want to replace the
object with the pronoun, we put it on the same position as the object.

E.g: they put off sleeping (object)

They put off it (pronoun as object)

Solution: Give students a multiple choice task where they should

identify the wrong form

a. Put it off

b. Put off it

c. Put off sleeping

Page 5 of 7
Problem/Solution with Problem: Students might stress the word put instead of the word off.
pronunciation e.g: put off

Solution: Elicit and highlight the correct sentence stress on the board.
Model and drill.

Problem/Solution with Problem: Students might try to use it in a formal context.

appropriacy(if relevant)
Solution: Ask students if it is formal or informal. Elicit situations where
they might use it, probably by providing a couple of situations to
choose from.

Reference 1. https://dictionary.cambridge.org/dictionary/english/put-sth-
off?q=put+off

Item for analysis …we suffer hallucinations, and eventually die.

Meaning We use the adverb eventually to mean in the end, especially after a long time or a lot
of effort, problems etc. [1]

CCQs 1) Did it happen in the end? Yes.

2) Does it take a lot of effort? Yes.

3) Does it take a long or a short time to happen? Long time.

Form The word eventually is an adverb that derives from the adjective
eventual=happening or existing at a later time or in the end [2]. Eventual comes
from the word event.

The adverb eventually is formed with the word eventual + the suffix -ly. [3]

Pronunciation  /ɪˈven.tʃu.ə.li/

There are 5 syllables and the main stress is placed on the second /ˈven/.

…we suffer hallucinations, and eventually die.

The fourth syllable is a schwa.

Appropriacy (if The word is mainly used in formal situations like for example in an essay.
relevant)

Page 6 of 7
Problem/Solution Problem: Students might confuse it with the adverbs of frequency like usually,
with meaning rarely etc

Solution: Ask CCQs to show that the word does not have a meaning related to
frequency. Use more example with the word, like:

1) Keep trying and you will find a job eventually.

2) She eventually decided to but the purple jacket.

Finally, elicit more examples.

Problem/Solution Problem: Students might forget to use a second -l in the end and write eventualy
with form instead of eventually.

Solution: Elicit and record the correct form on the board, Highlight the double -l.

Problem/Solution Problem: Students might pronounce it /eˈven.tʃu.ɑːli/ since they may get
with confused by their L1. For example, Greek students could say /e/ instead of /i/
pronunciation because it is quite similar to our e=ε. This also can apply to Spanish and Italian
language.

Solution: Emphasize the sound /e/ as well as the schwa /ə/ on the fourth syllable.
Drill chorally and individually.

Problem/Solution Problem: Students might use it in a more informal or neutral context, for
with example they might use it during a casual conversation with their friends, that it
appropriacy(if is inappropriate for this word.
relevant)
Solution: Ask students if it is formal or informal. Ask them to think of a possible
context they could use it. Elicit answers.

Reference 1. https://dictionary.cambridge.org/dictionary/english/eventually

2. https://dictionary.cambridge.org/dictionary/english/eventual

3. https://www.etymonline.com/word/eventually#etymonline_v_38474

4. Swan, Michael. Practical English Usage Oxford University Press, 2002

Page 7 of 7