Written Assignment 2 - Language-related Tasks

NAME SUBMISSION DATE WORD COUNT

Hnin Wut Yee Oo 15.8.2021 1000 words

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: Hnin DATE: 15.8.2021

Reserved for the tutor

ASSESSMENT CRITERIA (CELTA Syllabus and Assessment Guidelines - Fifth Edition)
st
1 submission 2nd submission

can analyse language correctly for teaching purposes

can correctly use terminology relating to form, meaning and phonology when analysing language

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

FIRST SUBMISSION Result PASS RE-SUBMISSION

Tutor comments:

Signed: Date: Double mark:

SECOND SUBMISSION Result PASS FAIL

Tutor comments:

Signed: Date: 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.
§ 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).

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

Recommended reference books

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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 She used to eat meat. > Discontinued Past Habit

Julie ate meat whenever she went to the restaurant in the past. Later, she’s got a boyfriend who’s a vegetarian. So,
Context she stopped eating meat. She tried eating vegetable. Now she doesn’t eat meat anymore when she goes to the
restaurant.
Marker
She used to eat meat.
Sentence(s)

Level Pre-intermediate

MEANING / USE
Description of the meaning / use of the target structure Strategies to clarify and check aspects of meaning

Meaning: Repeated actions that happened in the past over a

period of time but doesn’t happen now.
Timeline: NOW
Grammar for English Language Teachers (2nd Ed) by M.
Parrott, CUP, p. 250-251

The past

Stopped

CCQ:
• Did she eat meat in the past? (Yes)
• Did she eat meat once or many times? (Yes)
• Does she eat meat now? (No)

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

Affirmative: Subject+used to(Modal verb)+verb-infinitive

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 (1) Aspects of form can be conveyed by color coding the key
Negative: Subject+didn’t+use to+verb-infinitive words.

Interrogative: Did+subject+use to+verb-infinitive? (2) Aspects of form can be checked by asking CCQs.
• Is it infinitive verb after “used to”? (Yes)
• What do we put to form the negative? (Did not)
• What do we put to form the question? (did)

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

Sentence stress: /ʃi ˈjuːst tə ˈiːt ˈmiːt / (1) Aspects of phonology can be conveyed by modeling the
sound.
She used to eat meat. Stress should be on “used” and “eat”.
(2) Aspects of phonology can be checked by teacher-led
pronunciation drill and chain drill.
Connected speech:/ ˈjuːst tə/
“Used to” should be pronounced as /ˈjuːst tə/ with shwa
sound /ə/.
Preposition /tə/ > weak form

(https://tophonetics.com/ )

PROBLEMS AND SOLUTIONS

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

• Learners may think the meaning of this structure is • Refer to the context and ask the questions.
similar to the habitual activity of the present (I am used Did she eat meat in the past for many times? (Yes)
to eating meat.) if they are taught together. Does she eat meat now? (No)

• Learners will produce “didn’t used to” in the negative. • Model the color-coded form.
• Highlight the negative form.

• Learners will pronounce /ˈjuːst tə/ as /juːzd tʊ/. • Model the sound with phonological features.
• Conduct the chain drill again.

TASK 2 - Lexis Analysis

He’s sensitive to criticism: a word used to describe someone’s negative personality.

Lexical set
She’s a sensible person: a word used to describe someone’s positive personality.
Item 1: John’s an intern in a logistic company. He made a mistake in his report to state the data of
finance. So, he’s scolded and criticized by the manager. He didn’t realize his mistakes. He hated being
criticized. He’s upset and angry with his manager because he’s sensitive to criticism.
Context
Item 2: Kate works as a manager in a company. She’s hardworking and good at communication. She
made a mistake in a presentation but she evaluated her mistakes. Later she tried not to make mistakes
again. As she’s a sensible person, she always decides by thinking carefully.
Item 1: He’s sensitive to criticism.
Marker Sentence(s)
Item 2: She’s a sensible person.

Level Intermediate

MEANING / USE | ITEM 1

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

Sensitive: Easily upset by the things that people say or do (1) Can be conveyed by visual aids or a personalized
example (I totally hate bullying as I’m sensitive to it).
(Cambridge dictionary: https://dictionary.cambridge.org/ )

(2) Can be checked by asking CCQs.

• Is it his personality? (Yes)
• Does he like when someone talks about his weakness?
(No)
• Is he angry? (Yes)
• Does he follow his emotion? (Yes)

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

Sensitive: Adjective. It comes after verb to be. It’s followed by the (1) Can be conveyed by recording information on the board.
preposition “to”.

Verb to be+adjective+to (2) Can be checked by asking concept checking questions.

• Is the word “sensitive” a noun? (No)
Practical English Usage (4th Ed) by M. Swan, OUP, p. 183 • What is it? (Adjective.)
• Does it come after verb to be? (Yes)
• What does it come after “sensitive”? (to)

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

Sensitive: / ˈsɛnsɪtɪv/ (1) Can be conveyed by identifying the phonological

features/ˈsɛnsɪtɪv/.
(2) Can be checked by asking questions.
• How many syllables are there? (Three)
• Where is the stress? (First)

PROBLEMS AND SOLUTIONS

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

• Student may think it means feeling unpleasant instead • Refer to the context and ask a question.
of personality. Is it his personality or his feeling? (personality)

• Student may pronounce as /ˈsɛnsɪtɪf/. • Write the sound /v/ under the letter v and model the
sound.

MEANING / USE | ITEM 2

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

Sensible: being able to make good judgements based on reason (1) Can be conveyed by definition and a personalized
and experience rather than emotion. example.
(2) Can be checked by CCQs.
Oxford Advanced Learner’s Dictionary • Does she think carefully? (Yes)
(https://www.oxfordlearnersdictionaries.com/) • Does she follow her emotion? (No)
• Does she decide the good things? (Yes)

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

Sensible: Adjective that comes after the article “a,an,the”.It’s (1) Can be conveyed by recording information on the board.
followed by a noun.

Article+Adjective+Noun (2) Can be checked by CCQ.

• Is the word “sensible” a noun?(No)
• What is it?(Adjective)
• Is it followed by a noun?(Yes)
• Does it come after the article?(Yes)

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

Sensible: / ˈsɛnsəbl/ (1) Can be conveyed by modeling the sound and

identifying the phonological features /ˈsɛnsəbl/.

(2) Can be checked by chain drill and asking questions.

• How many syllables are there? (Three)
• Where is the stress? (First)

PROBLEMS AND SOLUTIONS

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

• Learners will think it means being able to feel the sense. • Refer to the context and ask questions.
Is it feeling the sense?(No)
Can I realize my mistakes carefully?(Yes)

• Learner will spell as “sensable.” • Write down the word on the board and underline letter i.

• Write the sound /ə/ on the board under letter i and model
• Learner will pronounce as /ˈsɛnseɪbl/.
shwa sound.

TASK 3 - Functions Analysis

Function How about going to the cinema? > Making a suggestion.

Tell learners that Mindy’s free on Sunday. She called her friend to chill out. Mindy suggested: How
Context
about going to the cinema?

Marker Sentence(s) How about going to the cinema?

Level Elementary

MEANING / USE

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Description of the meaning / use of the target functional Strategies to clarify and check aspects of meaning
exponent
CCQs:
How about: used to make a suggestion • Does she want to watch a movie?(Yes)
• Does she suggest going to cinema?(Yes)
Oxford Advanced Learner’s Dictionary

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

How about+Gerund(V-ing) (1) Can be conveyed by color coding the key words.
(2) Can be checked by CCQs.
• What does it follow after how about? (V-ing)
• What is it called?(Gerund)

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

Sentence stress: /haʊwəˈbaʊtˈgəʊɪŋtəðəˈsɪnəmə?/ (1) Can be conveyed by listening to the audio

How about going to the cinema? modeling the sound.

Connected speech: Intrusion (2) Can be checked by student led pronunciation drill.
/haʊəˈbaʊt/ > /haʊwəˈbaʊt/

PROBLEMS AND SOLUTIONS

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

• Learners will misunderstand as asking information • Ask questions: Is she suggesting or asking information
about someone/ something. about the cinema? (Suggesting)

• Learners will pronounce as /haʊəˈbaʊt/. • Model the sound and underline /w/.

Bibliography

Bibliography
Parrott, M. (2000). Grammar for English Language Teachers. Cambridge: Cambridge University Press.
Swan, M. (2016). Practical English Usage. London: Oxford University Press.
Workman, G. (2008). Concept Questions and Time Lines. Alabama: Gem Publishing.

Online Resources
https://www.oxfordlearnersdictionaries.com/
https://dictionary.cambridge.org/
https://tophonetics.com/

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