Written Assignment:

Language-Related Tasks

(Thornburry)Name:

Assessment Criteria 1st 2nd

1. analyse language correctly for teaching purposes

✓

2. correctly use terminology relating to form, meaning and phonology R

when analysing language

3. access reference materials and reference information about language

to an appropriate source

4. use written language that is clear, accurate and appropriate to the task

Date 1st marker 2nd marker

Pass Resubmission
needed

Pass on Fail
Resubmission

Overall comment

ILC Kyiv - Online CELTA 1

 Written Assignment:
Language-Related Tasks

If you need to resubmit the assignment, make a copy you can edit, so that your first submission (as marked) stays in
your portfolio. You need to keep both versions in your portfolio.

Issues to address in resubmission:

Tutor comments on resubmission:

ILC Kyiv - Online CELTA 2

 Written Assignment:
Language-Related Tasks

2 Target Language for Analysis

The following are the marker sentences which MUST be used in this assignment – do not change them.

1. Grammar

They can’t have planned it properly. (Intermediate)

2. Lexis

Jane is a chef in an Italian restaurant. (Elementary)

3. Lexis
Pete has always got on well with his brother. (Intermediate)

4. Functions
How about going to an art gallery? (Elementary)

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

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 Written Assignment:
Language-Related Tasks

ILC Kyiv - Online CELTA 4

 Written Assignment:
Language-Related Tasks
Grammar
Context of your lesson:
Language item
Identify the target language item and
give the example sentence you will use
as a model (this could be an eliciting
question).
They can’t have planned it
properly. (Intermediate)
ILC Kyiv - Online CELTA
A personal story about hiking
New Meaning, form and pronunciation Anticipated errors and solutions
language Describe the language and how you will clarify it. Include any further examples, Include errors of meaning, form and
or CCQs or questions for eliciting further information. Mention any contrasting pronunciation. Refer to CCQs and lesson stages
revision? language here and include an analysis of all contrasting items. as appropriate.
new Meaning: I’m sure it was not possible for them to plan it properly. Meaning: the ss may not understand that I
do not believe something that happened
Conveying meaning: I will tell a story about my friends. A few days ago before.
they invited me to go camping with them in the mountains for 5 days. They
said they had planned everything in detail. But I know they always forget Solution: I will ask CCQs to clarify the
something important. Last time they forgot matches! The other time they
meaning.
didn’t take their sleeping bags! I’m definitely not going with them. They
can’t have planned it properly! I don’t believe them.
Checking questions:
1 Is it about past or present? (past)
2 Did they plan it? (yes)
3 Do I believe they did it properly? (no)
Form:
Negative Form: The ss may think that we use past
Modal verb of deduction about past form of the verb (V2)
S + modal verb can+not+ have +V3
S+ can’t (contraction)+have+V3 Solution: I will stress the importance of
using the Past participle of the main verb
Have+V3 is used to show the past tense. and write in on the W/B
Form: The ss may omit the auxiliary
HAVE.
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 Written Assignment:
Language-Related Tasks
Solution: I may use my fingers to show
how many words there are in this frase.
(Harmer, 205)

Pronunciation: (mark sentence stress for the whole marker

sentence, provide phonemic transcriptions of sound changes in the
weak forms and mark the intonation where relevant)
Pronunciation: The ss may pronounce
each word separately without joining the
words. Also they may stress the auxiliary
verb HAVE, which is not stressed in
perfect infinitives. (Scrivener,226)

(stressed words are bald) Solution: I will drill the

pronunciation breaking it to chunks:
They can’t have planned it properly.
First: /‘kɑːntəv/
/ ‘kɑːntəv ‘plænd it/
Then: / ‘kɑːntəv ‘plænd/
Then: / ‘kɑːntəv ‘plænd it/

ILC Kyiv - Online CELTA 2

 Written Assignment:
Language-Related Tasks
Lexis 1
Context of your lesson:
Language item
Identify the target language item and
give the example sentence you will use
as a model (this could be an eliciting
question).
He’s a chef in an Italian restaurant.
(elementary)
ILC Kyiv - Online CELTA
Speaking about professions
New Meaning, form and pronunciation Anticipated errors and solutions
language Describe the language and how you will clarify it. Include any further examples, Include errors of meaning, form and
or CCQs or questions for eliciting further information. Mention any contrasting pronunciation. Refer to CCQs and lesson stages
revision? language here and include an analysis of all contrasting items. as appropriate.
new Meaning: a trained cook who works in a restaurant, the most important Meaning:
cook. (Cambridge Online Dictionary) Ss may think that a chef is the main person
of the restaurant (Boss)
Conveying meaning: I will tell them the story about my friend. He likes Solution: I will ask them the questions 3
cooking and making new dishes. Now he’s a chef in an Italian restaurant. and 4.
His dishes are the best!
Checking questions:
1 Does he cook well? (yes)
2 Is it his job? (yes)
3 Is he the main of the cooks in a restaurant? (yes)
4 Is he the Boss of the restaurant? (no)
Form: ss may form the plural by changing
f to v+es - cheves.
Form:
Noun(countable)
A chef -singular Solution: I will highlight the plural form
Chefs -plural and provide the example of the plural word
in the sentence:
3
 Written Assignment:
Language-Related Tasks
Pronunciation: (phonemic script + stress) Kim and Nick are chefs in great
/’ʃef/ restaurants.

Pronunciation: Ss may pronounce chef as

/'tʃef/

Solution: I will drill it with the ss as a

whole class activity.

ILC Kyiv - Online CELTA 4

 Written Assignment:
Language-Related Tasks
Lexis 2
Context of your lesson:
Language item
Identify the target language item and
give the example sentence you will use
as a model (this could be an eliciting
question).
Pete has always got on well with his
brother. (intermediate)
ILC Kyiv - Online CELTA
The story about family relationship
New Meaning, form and pronunciation Anticipated errors and solutions
language Describe the language and how you will clarify it. Include any further examples, Include errors of meaning, form and
or CCQs or questions for eliciting further information. Mention any contrasting pronunciation. Refer to CCQs and lesson stages
revision? language here and include an analysis of all contrasting items. as appropriate.
new Meaning: if you get on with someone, you like them and Meaning: According to Scrivener Ss may
understand the two separate words GET
have a friendly relationship with them.(Collins online
and ON but still not understand that used
dictionary) together they are a phrase which has its
own meaning. (Scrivener, 253)
Solution: That is why I provide them with
Conveying meaning: I will tell a story about Pete. Pete and Jack are the story about Pete, as it is easier for ss to
brothers. They support and help each other. Jack likes playing football with understand phrasal verbs in context.
Pete and often asks him to help with his homework. Pete doesn’t mind it as (Thornbury,214)
Pete has always got on well with his brother. They are really close.
Checking questions:
1 Are they friendly to each other? (yes)
2 Do they have a good relationship? (yes)
3 Can only people from the same family get on well? (no)
Form: Form: Ss may use wrong preposition e.g.
Multi- word verb: phrasal-prepositional (informal) OF instead of ON.
Intransitive
Not separable (Thornbury, 214)
Solution: Highlight get on well with on the
S+ get on well + with +Object W/B and drill it.
Got (verb/irregular/past participle/transitive)
On (adverb)
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 Written Assignment:
Language-Related Tasks
Well(adverb)
With(preposition)

Pronunciation: (phonemic script + stress) Pronunciation: Ss might stress each word

/’gɒt ɒn wel wɪð/ in the phrase.

Solution: I’ll model and drill the

pronunciation in the chunks:
/’gɒt ɒn/
/’gɒt ɒn wel wɪð/

ILC Kyiv - Online CELTA 6

 Written Assignment:
Language-Related Tasks
Functions
Context of your lesson:
Language item
Identify the target language item and
give the example sentence you will use
as a model (this could be an eliciting
question).
How about going to an art gallery?
(elementary)
ILC Kyiv - Online CELTA
Making suggestions
New Meaning, form and pronunciation Anticipated errors and solutions
language Describe the language and how you will clarify it. Include any further examples, Include errors of meaning, form and
or CCQs or questions for eliciting further information. Mention any contrasting pronunciation. Refer to CCQs and lesson stages
revision? language here and include an analysis of all contrasting items. as appropriate.
new Meaning: we use “how about” when we have an idea about what to do. Meaning: Ss might think of to separate
We can say: let’s do it or hoe about doing it? words HOW and ABOUT and their initial
meanings.
Solution: I will give further example:
Conveying meaning: I will make up a dialogue: Let’s listen to music. What about listening
Jane: I hate walking in the rain. Everything is wet and dirty. But staying to music?.
home is really boring!
Ben: You want to go outside but don’t want to get wet… I’ve got an idea!
How about going to an Art gallery?
Jane: Great! I’ll be ready in a minute!
Checking questions:
1 does Ben have an idea to go to an art gallery? (yes)
2 Does he mean: Jane, let’s go to an art gallery? (yes)
3 Must she do it? (No)
Form: (analyze it as a lexical chunk without breaking it into the
separate components) Form: Ss might use infinitive after How
Idiom about
Informal
How about +V+ing? Solution: Highlight +ing on the W/B and
How about +N? generate more examples from the ss to
check their understanding of form.
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 Written Assignment:
Language-Related Tasks

Pronunciation: (mark sentence stress for the whole marker
sentence, provide phonemic transcriptions of sound changes in the
weak forms and mark the intonation where relevant)
(Bold words are stressed)
How about going to an art gallery?
Pronunciation: Ss may struggle with the
stress and intonation of the phrase.
Solution: I will use group and individual
drilling.

/haʊ əˈbaʊt/

ILC Kyiv - Online CELTA 8

 Written Assignment:
Language-Related Tasks

Bibliography

Harmer, J. (2015). The practice of English language teaching. Pearson/Longman.

Kelly,Gerald. (2002). How to teach pronunciation. Pearson Education Limited.

Murphy, R. (2013). English grammar in use: A self-study reference and Practice book for intermediate students: With answers. Cambridge Univ. Press.

Thornbury, S. (2017). The new A-Z of ELT: A dictionary of terms and concepts. Macmillan Education.

Swan, M. (2016). Practical English usage. Oxford University Press.

Scrivener, J. (2014). Teaching English grammar: What to teach and how to teach it. Macmillan Education.

https://dictionary.cambridge.org/dictionary/english/chef

https://www.collinsdictionary.com/dictionary/english/get-on

ILC Kyiv - Online CELTA 9