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CELTA Written Assignment:

Language Related Tasks Assignment


Version 2014

What you need to do


Analyse, and describe meaning clarification techniques, for these TWO structures
1. If Id known, Id have baked a cake! [level: Upper-intermediate]
{grammatical structure}
[level: Upper-intermediate]
2. Would you mind if I opened the window ?
{functional language}
and these TWO lexical items
3. insist on ... [level: Upper-Intermediate]
4. Im sick and tired of it ! [level: Upper-intermediate]
(FOUR target language items in all).
Each of the FOUR items is addressed over FIVE sections (A,B,C,D,E)
Each section A,D &E is for language analysis (meaning form & pronunciation respectively)
Each section B & C describes meaning clarification techniques (illustration & check respectively)
These are the FIVE sections describing in more detail what you will write in each:
A. MEANING ANALYSIS: saying what each it means and/or how it used based on reference
books/sites
B. MEANING ILLUSTRATION: describing a way of conveying the meaning to students when in the
classroom (e.g. context, visuals, dialogue, timelines, story, realia, synonyms, and/or antonyms)
C. MEANING CHECK: designing Concept Questions (and supplying answers) and/or other means to
check understanding of the target items
D. FORM ANALYSIS:
structures> labelling the sentence elements & creating a substitution table (Naming the
structure or tense if relevant).
lexical items > identifying parts of speech & identifying any changes that can happen to
the item (can you add suffixes or prefixes ?/ can you vary the form in any way ?)
highlighting patterns that happen around the items as well as dependent prepositions
and common collocations
E. PRONUNCIATION ANALYSIS:
structures> highlighting sentence stress and anything else you notice
lexical items > highlighting word stress & providing phonemic script
What the Cambridge Assessment Criteria are for passing this assignment
You can demonstrate your learning by:
analysing language correctly for teaching purposes
correctly using terminology relating to form, meaning and phonology when analysing language
accessing reference materials and referencing information they have learned about to an
appropriate source
using written language which is clear, accurate and appropriate to task
Where to find info
Do some reading and research and include a bibliography which shows which sources you have
consulted. Here are some recommended sources (note there is no need to consult all of these).

Practical English Usage by Michael Swan (OUP)


Essential/ English Grammar in Use by Raymond Murphy (CUP)
A good learner dictionary e.g. the Oxford Advanced Learners Dictionary or an on-line version

How much to write


750 1,000 word limit
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CELTA Written Assignment:


Language Related Tasks Assignment
The target

Avoiding any mention of FORM here (e.g.


S+aux+Ving) or the tenses used ; this is a
MEANING section

Version
language
is 2014
embedded in
the context

Sample Analyses please copy the layout & organization of these i.e. tabulate the information

Actual story
A.
provided; not
simply I would
use a story
B.

Example of analysis of a structure: I was cooking [Level: Intermediate]]


MEANING
ANALYSIS:

MEANING
ILLUSTRATION:

The timeline is
annotated
with
information

We often use the past continuous together with a simple past tense. The past
continuous refers to a longer action or situation; the past simple tense refers to the
shorter action that happened in the middle of the longer actions, or that interrupted it
Reference: Swan p 395; section 422.
Last night, I was cooking when my friend Susan rang. I had to stop to answer the
phone. Shes so chatty ! We talked for a minute, then I went back to
the kitchen.
I will show the picture as
I tell the story. The
timeline shows more
precise times.

C.

MEANING
CHECK:

D.

FORM ANALYSIS:

Did I start cooking before Susan rang?


Yes.
Did Susan ring during my cooking ? Yes.
Did I continue cooking after the conversation? Yes.
Which was longer, the cooking or the phone ringing?

E.

PRONUNCIATION
ANALYSIS:

I was COOKing

The visual
matches context
exactly

Natural context
not a mechanical
explanation

The cooking.

The form of
the verb, not
just verb

Use subject
not pronoun
for sentence
structure

Dont repeat
redundantly
e.g
was
was
was
was

Exact
reference
given

Write out
whole target
sentence and
mark features
on the whole
sentence

Note: was is usually pronounced very weakly.

A TEFL
dictionary

Example of analysis of a lexical item: Creep (v) [Level: Intermediate]


A.

MEANING
ANALYSIS:

to move in a quiet, careful way, especially in order to avoid attracting attention.


Reference: Longman Exam Dictionary p. 348

B.

MEANING
ILLUSTRATION:

I would give a brief, concrete situation and incorporate mime into it Once, when I was
15, I wanted to go to a late night disco with my friends so I crept (mime here!) past my
parents bedroom door.

C.

MEANING
CHECK:

D.

FORM ANALYSIS:

- How fast was I going ? Slowly.


- Did I move quietly? Yes.
- Did I want anyone to see or hear me? No.
Creep here is an intransitive verb; it is irregular (creep crept crept). It is often
followed by along or down as in he crept down / along the corridor [+the NOUN]; or
past for a person or point (as in I crept past their bedroom door).

E.

PRONUNCIATION
ANALYSIS:

The target
language is
embedded in
the context

Answers
provided to
CCQs

Creep - /kri:p/ - one syllable

Avoiding any mention of


MEANING (e.g. synonyms) or
how we use it to MEAN
something here; this is a FORM
section

Noticing patterns that


FOLLOW the word and any
dependent prepositions not just information about
the word itself

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Avoiding any mention of FORM here (e.g.


S+aux+Ving) or the tenses used ; this is a
MEANING section

CELTA Written Assignment:


Language Related Tasks Assignment
Version 2014
Exact
reference
given

Example of analysis of a functional language: Why dont we go to the cinema tonight? (ex)
A.
The target
language is
embedded in
the context

MEANING
ANALYSIS:

[Level: Intermediate]

We make suggestions when deciding what to do with our friends, or giving them
advice on what they might do in a certain situation. Why don't you / we go to the
movies tonight? Is an example of a formula used when making suggestions in English.
http://esl.about.com/od/grammarstructures/a/f_suggestions.htm

B.

MEANING
ILLUSTRATION:

Actual dialogue
provided; not
simply I would
use a dialogue
C.

MEANING CHECK:

D.

FORM ANALYSIS:

Show a picture of two friends chatting in one of their


homes. Display a dialogue in speech bubbles with the target
language contextualised.

Positive AND
negative
responses
shown

Anna: Why don't we go to the cinema tonight?


Beth: Sounds good ! Maybe a comedy !
A: And, why don't we go for a pizza afterwards ?
B: Hmm, I dont know, Im on a diet !
- Is Anna giving an idea for an activity for them to do together? (Yes.)
- Is she really asking Anna Why ? (No.)
- Is this something you could say to your boss ? (No) A friend ? (Yes.)
Checking responses:
- Does Beth want to watch a movie ? (Yes.)
- Does Beth want to have pizza ? (No)
FUNCTIONAL CHUNK Infinitive (without to)

Checking
appropriacy

form of the
verb, not just
verb

Why don't we

E.

The target
language is
embedded in
the context

go to the cinema tonight?


order a pizza ?
go jogging ?
play squash ?
After go to + NOUN (location) / after go for + NOUN (activity/food/drink)
Why don't we go to the CINema tonight?
Bolded show sentence stresses and the capitals show the main stress.
The t sound in dont is omitted in fast speech.
to is very weakly said and sounds like t
The intonation rises until cinema and then falls.

Example of analysis of a lexical item: He kicked the bucket (idiom)


A.
B.

Natural
conversational
context not a dry
defintion

Mention what
can and
cannot be
changed about
this idiom

PRONUNCIATION
ANALYSIS:

Write out
whole phrase
and mark
features on
the whole
phrase

[Level: Intermediate]

A TEFL
dictionary

MEANING
ANALYSIS:

kick the bucket : old-fashioned to die - used humorously


http://www.ldoceonline.com

MEANING
ILLUSTRATION:

I would contextualise the idiom in a dialogue between two


neighbours:
Adam: Did you hear about my neighbour, Joe ?
Bonnie: No, what happened ?
A: He kicked the bucket this morning.
B: (laughing) Well you never liked his noisy guitar music
- Did Joe die ? (yes.)
- Did Joe use his foot to hit something ?
- Is this a formal phrase ? (no)
- Are they talking about Joe in a funny or sad way ? (funny).
- Could you say this about your best friends mother ? (no)
This a a fixed expression we cannot change it to the plural (they kicked the buckets)
or the possessive (he kicked his bucket).

C.

MEANING
CHECK:

D.

FORM ANALYSIS:

E.

PRONUNCIATION
ANALYSIS:

The visual
matches context
exactly

Not dictionary.com

He kicked the BUCket.


Kicked is pronounced with a t sound of the end, and in this idiom is not said
strongly, if at all in fast speech. the is pronounced very weakly; we hear just the th
sound.

Checking
idiom if literal
or figurative

Checking
appropriacy
Checking
appropriacy
Write out
whole phrase
and mark
features on
the whole
phrase

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CELTA Written Assignment:


Language Related Tasks Assignment
Version 2014

Checklists of questions to ask yourself when reviewing your assignment before submitting
STRUCTURES
A.

B.

C.

MEANING ANALYSIS:
Have you referenced which grammar resource you found the usage information in ?
Is this formal neutral or informal ? Spoken or written usually? Direct or indirect ? Polite ?
Limited yourself to only describing the usage of this structure in this particular context ?

MEANING ILLUSTRATION:
Conveyed the meaning in a natural context? Is this how you normally hear it used ?
Target language embedded in the context ?
Included an (optional) visual ? Said how you will exploit the visual ?
Timeline annotated with information and easy to decipher ?

MEANING CHECK:
Avoided using difficult words and/or the target language in your CCQs ?
A variety of CCQ types ? CCQs easy to give a short definitive answer to ?
Do any of your CCQs needlessly repeat the checking of an idea seen in another of your CCQs ?
Do each of your questions check different components seen in your usage information ?

D. FORM ANALYSIS:

Specified the verb forms ? What about the main verb ? What are the contractions in full form ?
The subject is labelled? Auxiliaries labelled as such ?
Limited your labelling to just the target structure?
Got the right name of the structure (if it has one) ?
Substitution table has labels along the top row ?
Avoided pointless repetition in the table ?

E. PRONUNCIATION ANALYSIS:

How do we usually say it in natural fast speech ?


Sentence stresses placed over the loudest syllables? Any intonation ? Sound changes between words?
HAVE YOU FOCUSSED ON THE SAME EXAMPLE SENTENCE/UTTERANCE THROUGHOUT?
LEXICAL ITEMS

A.

B.

C.

D.

MEANING ANALYSIS:
Have you referenced which dictionary(-ies) you found the definition in ?
Formal neutral or informal ? Spoken or written usually? Any connotations positive or negative ?

MEANING ILLUSTRATION:
Conveyed the meaning in a natural context? Is this how you normally hear it used ?
Target language embedded in the context ?
Included an (optional) visual ? Said how you will exploit the visual ?
Is the illustration focussed to avoid conveying the meaning other related but dissimilar words?

MEANING CHECK:
Avoided using the same means to convey and check meaning ?
Avoided using difficult words in your CCQs ? CCQs easy to give a short definite answer to ?
CCQs needlessly repeat the checking of an idea seen in another CCQ ?
Checked appropriacy and whether the meaning is literal ?

FORM ANALYSIS:
How about dependant prepositions? What can come after the preposition ? Included collocations?
Any other permutations or changes possible to the word order around or inside the item ?
Common structural patterns follow the words?
Avoided mentioning anything about meaning here or how it is used to express meaning ?

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CELTA Written Assignment:


Language Related Tasks Assignment
Version 2014

E. PRONUNCIATION ANALYSIS:
Stress(es) placed accurately over the loudest syllable?
Phonemic symbols accurate?

How to avoid plagiarism

According to the CELTA Administration Handbook:


Candidates should confirm in writing that the written assignments are their own work. This does not
exclude joint preparation and discussion. However, candidates should not collaborate to the extent of
submitting substantially similar assignments.

If the marking tutor gets the impression that two or more assignments have too many
similarities, and/or seem to be the wholly or partly the same assignment but with minor
changes in wording, parsing and/or synonym replacement, then this will be considered
plagiarism.
Ways to avoid this are to not show, scan, attach to an email, send in any electronic form,
fax, photocopy, copy-paste, duplicate, or hand over your assignment or your notes to another
candidate, or leave it displayed on a device or in hard copy form unsupervised and/or where
other candidates are likely to see it, nor dictate substantial parts of the assignment to another
candidate to copy or paraphrase or get ideas from. An obvious way to avoid this completely is
not to do the assignment jointly in any way whatsoever.
With regard to plagiarism, the CELTA Administration Handbook states:
Centres should
provide candidates with guidance as to what constitutes plagiarism and how to avoid it
have an internal institutional plagiarism policy which makes it clear to candidates what the
penalties are if plagiarism is detected in internally assessed work
make it clear to candidates that severe penalties are applied by Awarding Bodies if plagiarised work
is detected in externally assessed or moderated work. These will range from loss of marks to
disqualification from the award.

The first point has been covered. With regard to the second point, if an assignment is
deemed to be plagiarised by the marking tutor and co-signing tutor, the centre here will award
an instant, automatic and irreversible Fail for the assignment. If the plagiarism is particularly
blatant and/or we feel gross and deliberate deception has been perpetrated, the centre may
decide to exclude you from the course forthwith. Therefore, we advise you proceed with
caution.

If you have questions about the assignment, email me at anytime at


declancooley@gmail.com
I will get back to you ASAP.

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