Written Assignment 2 - Language-related Tasks

NAME SUBMISSION DATE WORD COUNT

Aung Lu Tun 5.6.2022 1073

Candidates are reminded of the Centre’s policy on plagiarism. Plagiarism is defined as submitting as one’s own work,
irrespective of intent to deceive, that which derives in part or in its entirety from the work of others without due
acknowledgement. It is both poor scholarship and a breach of academic integrity.

I CONFIRM THAT THIS SUBMISSION IS ALL MY OWN WORK.

SIGNED: Aung Lu Tun DATE: 5.6.2022

Reserved for the tutor

1st 2nd ASSESSMENT CRITERIA (CELTA Syllabus and Assessment Guidelines - Fifth Edition)
submission submission
Not yet Met can analyse language correctly for teaching purposes
Met
can correctly use terminology relating to form, meaning and phonology when analysing
language

Met can access reference materials and reference information you have learned about language to
an appropriate source

Met can use written language that is clear, accurate and appropriate to the task

FIRST SUBMISSION Result PASS RE-SUBMISSION

Tutor comments:

Aung, this is a solid assignment with very good ideas backed up by your thorough research. Well done! You just need to
change some pars a bit (see highlighted areas):
 Fine-tune your CCQs
 Aim to cover all aspects of meaning for grammar item
 Think of what the problems for illicit might be, which are different from the previous section.

Signed: Yuliya Gorbenko Date: 09/06/2022 Double mark: Manana Khvichia

SECOND SUBMISSION Result PASS FAIL

Tutor comments:

Jerry, you’ve added some good ideas to cover the meaning of passive and came up with some problems and viable solutions.
Keep your work on constructing CCQs to check understanding.

Signed: Yuliya Gorbenko Date: 16/06/2022 Double mark:

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Referencing

Your assignments need to be written in clear, accurate and academic English with appropriate in text referencing. You
should use mainly indirect quotes, meaning that you paraphrased the text. If specific quotes are used, they should be
referenced using author(s)’ surname(s), year of publication and page numbers quoted, e.g. (Richards 2001:98). Page
numbers are not required if indirect quotes are used. E.g. Richards (2001).

The bibliography should be presented in alphabetical order of author’s surname. Year of publication, city and publisher
should be included. This should be presented after the assignment and before the appendices, and should only include
publications referred to in the text itself.

Referencing should follow a recognised format throughout the assignment.

Here are examples of references according to the APA Publication Manual, (6th ed., 2009); for more information see
www.apastyle.org or visit https://libweb.anglia.ac.uk/referencing/harvard.htm for additional examples.

Single author book

Richards, J.C. (2001). Curriculum development in language teaching. Cambridge, UK: Cambridge University Press.

Section of edited book

Messick, S. (1989). Validity. In R. Linn (Ed.), Educational measurement. (pp. 13–103). New York: Macmillan.

Journal article
Chapelle, C. (1999). Validity in language assessment. Annual Review of Applied Linguistics. 19, 254–272.

Edited book
Graves, K. (Ed.) (1996). Teachers as course developers. Cambridge, UK: Cambridge University Press.

Electronic source
British Educational Research Association. (1992). Ethical guidelines. Retrieved 22 May, 2016, from:
http://www.bera.ac.uk/guidelines.html
Cambridge dictionary (n.d.) Bamboozle Retrieved 22 April, 2021, from:
https://dictionary.cambridge.org/dictionary/english/bamboozle

*(n.d.) = no date available

Please note that the bibliography is not included in the word count

Plagiarism

Please note that plagiarism includes:

 copying another’s language or ideas as if they were your own;

 unauthorised collusion;
 quoting directly without making it clear by standard referencing and the use of quotation marks and/or layout
(indented paragraphs, for example) that you are doing so;
 using text downloaded from the internet without referencing the source conventionally;
 closely paraphrasing a text;
 submitting work which has been undertaken wholly or in part by someone else.

Instructions

 The assignment is made of 4 language-related tasks. You must complete all tasks.
 Complete a language analysis form for each of the words and phrases given. You must not change the marker
sentence(s).
 Say how you would build up a context in the classroom to lead to your target language. Ensure the context is
coherent with the marker sentence.

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  Research the language carefully and provide a clear and concise description of its meaning, a breakdown of its form
and highlight its pronunciation features.
 Say how you will establish and check that learners understand the meaning, are aware of the form and how you
will help them with pronunciation.
 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.

The length of the assignment must be between 750 and 1000 words (+/- 10%). Any submission exceeding the word limit is an
automatic resubmission.

Checklist
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, related to the specific context
 Timeline/s, Clines, Visual aids, etc. where necessary
 Suggestions of other tasks / activities to check meaning
Form
 The form of the sentence, broken down appropriately where necessary
 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 (using standard IPA) where appropriate
 Word stress considered (where appropriate)
 Sentence stress / intonation considered (where appropriate)
 Weak forms considered (where appropriate)
Anticipated problems
 Based on your research/understanding of the language
 Examples of potential errors in MFP
 Phonemic script (using standard IPA) where necessary
 Possible solutions

Recommendations

Potential pitfalls:
 Using overly complex language
 Building up an unclear / confusing context which is incoherent with the marker sentence
 Not establishing a context that will lead to the target language
 CCQs / Other ways of checking that don’t get to or cover the full meaning
 CCQs / Other ways of checking that are incoherent with the context
 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 CCQ’s / timelines, etc.

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  Research the language carefully to anticipate the right problems
 Provide effective solutions (teacher-centred and student-centred)

Recommended reference books

For simplified descriptions of grammar rules

 Essential Grammar in Use by Raymond Murphy. Published by Cambridge University Press.
 English Grammar in Use by Raymond Murphy. Published by Cambridge University Press.

For comprehensive descriptions of grammar rules

 Grammar for English Language Teachers by Martin Parrott. Published by Cambridge University Press.
 Practical English Usage by Michael Swan. Published by Oxford University Press.

For presenting and practising tenses + typical learner errors

 Teaching Tenses – Ideas for presenting and practicing tenses in English by Rosemary Aitken. Published by ELB
Publishing.

For concept checking questions and timelines

 Concept Questions and Timelines by Graham Workman. Published by Chadburn Publishing.

TASK 1 - Grammar Analysis

Structure Present Perfect Passive

Describe the situation where the weather was really bad. You arrived to the center where the
Context festival was planned to be held. However there was no one else but you(yourself). When you
checked your messages, you saw the message “the festival has been cancelled”.
Marker Sentence(s) The festival has been cancelled.
Level Intermediate

MEANING / USE
Description of the meaning / use of the target structure Strategies to clarify and check aspects of meaning
Meaning – Something has been done by someone at a point
of time in the past which affects on the present. Timeline:
What about Passive?
Use – To show a result of the present which was done by
someone in the past. PAST Festival has been cancelled NOW
FUTURE
Description of the meaning / use of the target structure
Meaning – to show that the object was affected in the past, CCQs:
and it has an effect on the present. It is used to highlight the
object rather than the agent. 1.When was the festival cancelled? past or present? (past)
2.The festival cancelled itself or someone cancelled it?
(someone) It’s a bit weird. You might want to ask if we know
Use – To show a result on the present which was done by who cancelled it.
someone in the past. 3.Does it effect the present? (Yes)
Passive – To tell us what is done to someone or something.
A bit messy but the main points are covered. Ok. It might work.
1.When was the festival cancelled? past or present? (past)
2.Do you know who cancelled it? (someone)
Ref: 3.Does it affect the present? (Yes)
Jim Scrivener (2010)
Raymond Murphy (2019) Ok.

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FORM
Description of the form of the target structure Strategies to clarify and check aspects of form

Affirmative: Be careful with subject verb agreement. To check this

receiver of action + has, have + been + past participle prepare some exercises –
(obj of active/ sub of passive) The cookies (has, have) been eaten.
Negative: The mouse (has, have) been caught.
receiver of action +has, have +not +been +past Clarify the FORM with sample sentence and tell learners not
participle to forget “been”. Do drill ex-
(obj of active/ sub of passive)
Someone has eaten the cookies.
Interrogative: The cookies --------------.
receiver of action + has, have + been + past participle+?
(obj of active/ sub of passive) Is this the right word order for They have caught the mouse.
the interrogative form? The mouse--------------.
Ok.
Interrogative:
Has, Have + receiver of action+been + past participle+?
(obj of active/ sub of passive)

PHONOLOGY
Description of the phonology of the target structure Strategies to clarify and check aspects of phonology

/hæz bɪn/ Model only the target language first. Emphasize

/hæz bɪn/. Model and drill.
Sentence stress: Focus on /z/ for “has” and /ɪ/ for “been”.
ðə ˈfɛstəvəl həz bɪn ˈkænsəld. Tell learners - when speaking in a conversation, some of the
Ok. words become connected.
Connected speech: When drilling focus on /z/ sound
ðə ˈfɛstɪvəlz bɪn ˈkænsəld. festival + has = festival’s /fɛstɪvəlz/

Ok.

PROBLEMS AND SOLUTIONS

(anticipate 2-3 possible problems related to aspects of MEANING/USE, FORM or PHONOLOGY)
Anticipated problem(s) Suggested solution(s)

Meaning/Use – Learners might get confused with past simple Have more CCQs and use the timeline above.
tense. Was the action done in the present? (No)
Do we know when exactly was the festival cancelled?(No)
Does it effect the present? (Yes)
Ok.
Ask CCQ.
Form – Learners might make mistakes between has and What do we have to add when changing form active to
have. Some might forget to add been for the passive voice. passive (present perfect)? (been)

Do drill exercises.

Change the sentences from the active to passive.

1. He has done his homework.
The homework has been done.
2. They have cancelled the show.

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 The show……………………….

Phonology-
Drill and repeat.
Learners might try to pronounce the /s/ sound for “has”. Write down IPA script of the whole sentence and highlight
The same problem might occur for “been”. I don’t think they /hæz bɪn/.
will pronounce /s/. Prepare an audio script to listen a native speaker.
Learners repeat after it. Whole class >>>Individual.
Pronunciation problem for “been” /bɪn/. ˈOk.
Learners might try to pronounce the /s/ sound for
“has”. /hæz/.

Learners might have some confusion when they are

pronouncing in a connected manner. What kind of confusion
will it be? What will they pronounce?
/ðə ˈfɛstɪvəlz bɪn ˈkænsəld/.

Learners might have some confusion when they are

pronouncing in a connected manner for “festival’s been”.
They might pronounce it separately. It should be:
/ðə ˈfɛstɪvəlz bɪn ˈkænsəld/.

TASK 2 - Lexis Analysis

Lexical set Elicit –The teacher elicits the answers from the students. A word used to describe an action to

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 get answers from someone.
Illicit - Cocaine is one of the illicit drugs. A word used to describe a quality(negative). What do we
call such pairs of words: same pronunciation, different meaning, spelling?
Elicit –The police will elicit information from the drug dealer. A word used to describe an action
to get answers from someone.
Illicit - Cocaine is an illicit drug. A word used to describe a quality(negative).
Homophones.
Teacher tells he will elicit some information from the students about illicit drugs. This looks like
your marker sentence, not the context.
Context The police caught the drug dealer and is asking about the illegal drugs that are banned in the
country.

Item 1: The police will elicit information from the drug dealer.
Marker Sentence(s)
Item 2: Cocaine is an illicit drug.
Level Upper-intermediate

MEANING / USE | ITEM 1

Description of the meaning / use of the target lexical item Strategies to clarify and check aspects of meaning

Elicit: elicit something (from somebody) to get information or CCQs:

a reaction, often with difficulty. Eliciting is indirectly asking 1.Does the teacher give the answer directly? (No)
someone for the wanted (correct) answer. 2.What does he do to the students? (Ask for what they know)
The police will elicit information from the drug dealer. This one might be difficult to answer.

Ref: 1. Does eliciting mean asking directly for an answer? (No)

Oxford learners dictionaries 2. Do you think it will be easy to elicit info from the drug
Merriam-Webster dictionary since 1828 dealer? (No)
3. Is the police trying to get info from the drug dealer? (Yes)
Ok. it’s better but avoid using TL in the CCQ.

FORM | ITEM 1
Description of the form of the target lexical item Strategies to clarify and check aspects of form

Elicit: Sub+ Elicit(verb)+Noun(answers, response…etc) 1. Is Elicit a noun?(No)

Ok. 2. What is usually followed after elicit?(Noun)

PHONOLOGY | ITEM 1
Description of the phonology of the target lexical item Strategies to clarify and check aspects of phonology

Elicit:  /iˈlɪs.ɪt/ 3 syllables Show stress in the second syllable by showing the IPA script.
Do you want to model and drill it?
Highlight stress /iˈlɪs.ɪt/.
Model and drill. Whole class >>> individual.

PROBLEMS AND SOLUTIONS

(anticipate 2-3 possible problems related to aspects of MEANING/USE, FORM and/or PHONOLOGY)
Anticipated problem(s) Suggested solution(s)
Meaning/Use- Learners might confuse the meaning between Explain the meaning for both of the words. Do you explain or
illicit vs elicit. elicit using the context?
Explain the meaning for both of the words referring back to
the context used (police vs drug dealer)
Elicit –
elicit something (from somebody) to get information or a
reaction, often with difficulty. Eliciting is indirectly asking
someone for the wanted(correct) answer.

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 Ref:
Oxford learners dictionaries
Merriam-Webster dictionary since 1828
Show the IPA script and highlight where the stress and tell
Phonology- Learners might pronounce with only 2 syllables how many syllables are there.
And might make a mistake with the stress. /iˈlɪs.ɪt/ 3 syllables.
Drill and repeat with learners, whole class>>>individual.
Ok. Good.

MEANING / USE | ITEM 2

Description of the meaning / use of the target lexical item Strategies to clarify and check aspects of meaning

Illicit: an adjective to show something that is illegal or CCQs:

not permitted. Illicit means (permitted or banned)? (banned)
Cocaine is an illicit drug. Is Pepsi an illicit drug? (no) Do you check if Pepsi is a drug?
Is cough syrup an illicit drug? (No)
Ref: How about Cocaine? (Yes)
Oxford learners dictionaries
Merriam-Webster dictionary since 1828

Ok.

FORM | ITEM 2
Description of the form of the target lexical item Strategies to clarify and check aspects of form

Illicit: Adjective What is followed after illicit?(noun)

Sub+Illicit(adj)+noun. Illicit + go (verb). Is this correct? (No)
Ok. How about illicit + product(noun)? (Yes)
Give samples – illicit product, illicit drugs … etc.
Ok.

PHONOLOGY | ITEM 2
Description of the phonology of the target lexical item Strategies to clarify and check aspects of phonology

Illicit: /iˈlɪs.ɪt/ 3 syllables Show stress in the second syllable. Show IPA script and
Ok. number of syllables.

PROBLEMS AND SOLUTIONS

(anticipate 2-3 possible problems related to aspects of MEANING/USE, FORM and/or PHONOLOGY)
Anticipated problem(s) Suggested solution(s)
Meaning/use-Learners might confuse the meaning between Explain the meaning for both of the words.
illicit vs elicit. Elicit –
To get a student(someone) to provide or remember a fact,
response, or answer ..etc. rather than telling them the
answer directly
Illicit –
illicit is an adjective describing something that is illegal
or not permitted

Ref:
Oxford learners dictionaries
Merriam-Webster dictionary since 1828

Phonology- Learners might pronounce with only 2 syllables Show IPA script and highlight where the stress is.

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And might make a mistake with the stress. /iˈlɪs.ɪt/ 3 syllables.
Think of other possible problems, different from item 1. Dr Write down the difference in spelling “elicit” and “illicit”.
Probably spelling?

Learners might make spelling mistakes between “elicit” and When writing the spelling also mention the difference in
“illicit”. meaning and form.

Learners might not fully understand what a homophone is.
Learners might ask:
Why do they have same pronunciation but different spellings
and meanings?
Why do you think it might be a problem?
We should describe what homophones are. They are words
that have the same pronunciation but different spellings and
meanings.
Give examples: Blue,blew / root,route.
ill and repeat with learners, whole class>>>individual.

TASK 3 - Functions Analysis

Function Making a request in a polite manner.

You cannot lift the TV alone. You saw your neighbour. So you request for help and said “would
Context
you mind helping me lift this TV?” Ok.
Marker Sentence(s) Would you mind helping me?
Level Pre-intermediate

MEANING / USE
Description of the meaning / use of the target functional Strategies to clarify and check aspects of meaning
exponent
CCQs:
To request a person to perform an action for you. It’s “would you mind” is it rude or polite?(polite)
basically a polite request. Is it an offer or a request?(request)
I think you need to add one more aspect here.
Ref: Is this formal or informal? (formal)
https://www.englishwithashish.com 

Ok.

FORM
Description of the form of the target functional exponent Strategies to clarify and check aspects of form

Would you mind + Ving + Noun phrase. Do we follow an infinitive verb after would you mind? (No)
Can you say “Would you mind help me?”(No)
What type of verb do we have to follow after “mind”? Ving
or Vinf? (Ving) Ok.

PHONOLOGY
Description of the phonology of the target functional Strategies to clarify and check aspects of phonology
exponent

Sentence stress: wəd juː maɪnd ˈhɛlpɪŋ mi? Show stress of sentence and stress “helping” with IPA script.
wəd  wəd juː maɪnd ˈhɛlpɪŋ mi?

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Connected speech: wədʒə maɪnd ˈhɛlpɪŋ mi? Explain learners-when speaking “would” and “you” become
connected. When one word ends in a /d/ sound and the next
Good. word begins in a /j/ sound, the two sounds will combine and
change to a /ʤ/ sound. /uː/ in 'you' will also change. 'would
you' becomes ‘would ya’.

Ref:
Tim's Pronunciation Workshop: Would you...? - BBC
https://www.bbc.co.uk/learningenglish

PROBLEMS AND SOLUTIONS

(anticipate 2-3 possible problems related to aspects of MEANING/USE, FORM or PHONOLOGY)
Anticipated problem(s) Suggested solution(s)

Form – Learners might use Vinf instead of Ving. Show form and sample sentence. Do drill exercises. Remind
learners to use Ving.

Complete the sentences.

1.You want him to carry the bag.

Would you mind carrying the bag.

2.You want her to open the window.

Would you mind-------------.

Phonology – For connected speech students might not know Show IPA script and highlight /ʤ/ sound. Drill and listen to
how to connect “would” and “you”. the audio where people say “would you mind”.

Good. wədʒə maɪnd ˈhɛlpɪŋ mi?

Bibliography

Teaching English Grammar

What to teach and how to teach it by Jim Scrivener (2010)

English Grammar in use fifth edition by Raymond Murphy (2019)

Electronic Sources:

https://www.bbc.co.uk/learningenglish/thai/features/pronunciation/tims-pronunciation-workshop-ep-
24#:~:text=In%20fluent%20speech%20when%20one,is%20an%20example%20of%20assimilation. (Jul 24, 2017)

https://www.englishwithashish.com/would-you-mind-and-do-you-mind/ By
 Ashish Sharma (Sep 6, 2021)

https://www.merriam-webster.com/dictionary/elicit (n.d.)
https://www.merriam-webster.com/dictionary/ilicit (n.d.)

https://www.oxfordlearnersdictionaries.com/definition/english/elicit (n.d.)

https://www.oxfordlearnersdictionaries.com/definition/english/illicit (n.d.)

(n.d.) No date available.

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