CELTA Language Related Tasks

Assignment: Language related tasks

This assignment requires you to research, and reflect on, aspects of language. The types of
target language considered include grammar and vocabulary. You will be asked to analyse
concept, form and phonology as you need to do when planning lessons. Please complete both
Section one and Section two.

Section one: Grammar - Introduction

For each of the grammatical structures numbered from 1 to 3 you need

(i) to analyse the concept of the structure as used in the given context. Write a sentence or two
describing the concept.
(ii) to show an effective way(s) of checking understanding eg. concept questions, timelines,
clines
(iii) to highlight any aspects of phonology which would require attention ie. sentence stress,
intonation, transcription of any difficult sounds, links between words, as you would on the
board
(iv) to analyse the form as you would on the board for the students to copy down

Section one: Grammar - Example

Present progressive (continuous) Elementary

Ann: Would you like to go to the movies tonight?

Sue: Sorry. Im meeting Joe tonight. Were having dinner.

(i) Concept

This is a future arrangement. There are thus two aspects of meaning to check: that the
time reference is future and that the event has already been arranged. The latter could
be illustrated by the fact that Sue would possibly have this in her diary and Joe would
certainly know about it.

(ii) Checking understanding

1. Is it present or future? Future.

2. Is it a definite arrangement? Yes.
3. Does Joe know? Yes.
4. (possibly) Is it in Sues diary? Maybe.

(iii) & (iv) Phonology and Form (written record on the board)

/am/ //
I m meeting Joe tonight.

S + be + Ving

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Section two: Vocabulary - Introduction

For each of the items from 4 to 6 analyse the word or phrase in italics in the following ways:

(i) Briefly describe the concept of the word or phrase. (If there is more than one common use,
then mention this also.)
(ii) Briefly describe a context or present a short dialogue which would contextualise the most
common use of the item and which would illustrate this concept for the students.
(iii) Show how you would check understanding eg. concept questions, clines, synonyms etc
(iv) Comment on any anticipated difficulties with pronunciation.
(v) Show the written record that you would put on the board for the students to copy down.

Section two: Vocabulary - Example

manage to (intermediate)

(i) Concept with effort to succeed in doing something that is difficult.

(ii) Context
Tom and Brett are both studying at university. Yesterday Brett told Tom that he was
worried about the homework that he had to do. Today Tom asks Brett about the
homework:

Tom: Well, how was the homework?

Brett: Really difficult but I managed to finish it.

(iii) Checking understanding

1. Did Brett finish the homework? Yes.

2. Was it easy?- No, it wasnt.
3. Did he have to try hard? Yes, he did.
4. (perhaps) Is he happy about it? Yes.

(iv) Anticipated difficulties (pronunciation)

Students may find it difficult to hear that the form is managed rather than
manage because of the /d/ following. However, it is most often used in the
past and so this form is appropriate. Students may be tempted to pronounce the
-ed as /ed/ once they know this is a past tense, especially as they may find this
consonant cluster challenging.

(v) Written record

to manage to (do something) (v.)

His homework was difficult but he managed to finish it.

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 CELTA Language Related Tasks

LANGUAGE ITEMS FOR ANALYSIS

SECTION ONE: Grammar - items for analysis

Please analyse the grammar items appropriately for the level indicated.

1. Ive been to ...... (elementary)

Rose: Have you ever been abroad?

Lynn: Yes, Ive been to Australia, Poland and Russia.

2. Would you mind ..ing (pre-intermediate)

Jane: Its really hot in here! Would you mind opening the window?
John: Of course not!

3. I wish I had .......( intermediate )

Alan: Catching the bus today, John?

John: My cars broken down again. Id really like to buy a new one but I cant afford it. I
wish I had enough money!

SECTION TWO: Vocabulary - items for analysis

4. responsibilities (eg in a job: she has so many responsibilities.) (pre-intermediate)

5. moving (adj) ( eg a moving performance, a moving story) (intermediate)

6. didnt mean to (intermediate)

Assessment Criteria Checklist

Successful candidates can demonstrate their learning by:

a) analysing language correctly for teaching purposes

b) correctly using terminology relating to form, meaning and phonology when

analysing language
c) accessing reference materials and reference information they have learned
about language to an appropriate source
d) using written language that is clear, accurate and appropriate to the task

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The word limit for this assignment is 750-1000 words.

Cover sheet for Language related tasks

Name_________________________
Complete the checklist, sign the statement of authorship and submit your assignment with
this coversheet. A new coversheet must be completed with a resubmission together with the
original assignment and feedback.

Checklist [tick () all the boxes]:

Presentation
proofread for typos and slips the word count is __________
sections clearly headed I have read the assignment guidelines
I have read the assessment criteria for this I have referenced published materials and
assignment sources
Content
concise descriptions of concept/context commented on how I would deal with phonology
included concept checking questions in class
commented briefly on aspects of included a plan of the board work / analysis
phonology
Statement of Authorship (re. plagiarism)
(to be signed by trainee before submitting)
I declare that this assignment is my own work. I have not copied from the work of anyone
else, and I have not allowed others to copy from my work. I have acknowledged published
sources that I have used. I understand that if plagiarism is detected in my assignment that it
will be an automatic fail.

Trainee Name:________________ Signature:________________ Date:______________

The following section is completed by the tutor

Assessment criteria
Successful candidates can demonstrate their learning by:
a) analysing language correctly for teaching purposes

b) correctly using terminology relating to form, meaning and phonology when analysing language

c) accessing reference materials and reference information they have learned about language to an
appropriate source
d) using written language that is clear, accurate and appropriate to the task

Comments:

Pass Pass on re-submission Re-submit Fail

Tutors signature: ________________________ Date: ____________________

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Second marked

Tutors signature: ________________________ Date: ____________________

Your tutor will only complete this if your assignment is a resubmission. It will show you
which areas you need to work on.

a) analysing language correctly for teaching

purposes

b) correctly using terminology relating to

form, meaning and phonology when
analysing language

c) accessing reference materials and

reference information they have learned
about language to an appropriate source

d) using written language that is clear,

accurate and appropriate to the task

Comments: