Language Assignment A

Written Assignment 1 - Language Skills-Related Tasks

Assignment
Name

Submission Date

Word Count
NB This document has 1,305 words
in total. Subtract that from your
total word count and include here
(delete this).

Sandra Kotan
I confirm that this submission is all my own work.
Signed: ________________________ (Trainee)
Checklist
(please
tick)

Date:

Assessment criteria

Reserved
for the
tutor

can analyse language correctly for teaching purposes

can correctly use terminology relating to form, meaning and phonology
when analysing language needs
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
Taken from Syllabus and Assessment Guidelines for Course Tutors and Assessors

First Submission
Tutor Comments:

Pass

Signed: __________________________ (Tutor)

Re-submission

Date: __________________

I have read, understood and accept the above comments.

Signed: ______________________ (Trainee)

Second Submission
Tutors comments:

Date:

Pass on Resubmission

Signed: __________________________ (Tutor) Date: __________________

I have read, understood and accept the above comments.

Fail

Language Assignment A

Signed: ______________________ (Trainee)

Date:_____________

Language Assignment A

CELTA Assignment 1 Language-Related Tasks

Length: 750-1000 words*
Instructions

Complete a language analysis form for each of the words and phrases
underlined.
Say how you would build up a context in the classroom to lead to your target
language.
Research the language carefully and provide a clear and concise description
of its meaning, a breakdown of its form and highlight its pronunciation issues.
Say how you will check that learners understand the meaning, are aware of
the form and how you will help them with pronunciation issues.
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.

* Any submission totalling more than 1,100 words of your own work is an
automatic resubmission. If you are having problems here, consider
using appendices.
Target Language for Analysis
The following are the marker sentences which MUST be used in this assignment
do not change them.
a) You dont have to wear a uniform. (Elementary)
Grammar L.A. sheet
b) Analyse the two underlined words in the sentences Shes skinny. Shes slim.
(Pre- Intermediate)
Lexis L.A. sheet
c) Im looking forward to going on holiday. (Intermediate)
Analyse the negative and question form for this sentence too
Functions L.A. sheet
d) By the end of the year Ill have finished my dissertation. (Upper Intermediate)
Grammar L.A. sheet

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

Language Assignment A

Assignment 1 Checklist
Ensure the language you use to convey and check meaning is graded to the
level of the students.
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

Timeline/s where necessary
Suggestions of other tasks / activities to check meaning

Form
-

The form of the sentence, broken down appropriately

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 where appropriate

Word stress considered
Sentence stress / intonation considered
Weak forms considered

Anticipated problems
-Based on your research/understanding of the language
-

Examples of potential errors in MFP

Phonemic script where necessary
Possible solutions

Potential pitfalls:
- Using overly complex language
- Building up an unclear / confusing context
- Not establishing a context that will lead to the target language
- CCQs / Other ways of checking that dont get to or cover the full meaning
- 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 CCQs / timelines, etc.
- Research the language carefully to anticipate the right problems
- Provide effective solutions (t-centred and student-centred)

Language Assignment A

Grammar Analysis for Lesson Planning

Teacher
Sandra Kotan

Structure
Context
Marker
Sentences

Class level
Elementary

Date

TP No
Assignment 1

dont + have to + v1 + object to describe a general fact

A text that clarifies dress code (possibly in a school setting).
You dont have to wear a uniform.

What's the meaning/use?

(consult a reference book, e.g. Swan, Parrott, etc.)
We use present simple to describe general actions

What's the form?

(consult a reference book, e.g. Swan, Parrott, etc.)
Form taken from Parrot, pg. 154
Affirmative
You + have + to wear + a uniform
Subject + have to + v1 + object
(base)
Question
Do + you + have + to wear + a uniform?
Do + subject + have to + v1 + object
(aux)
(base)
Negative
You + dont + have to + wear + a uniform
Subject + dont + have to + v1 + object
(base)

How will you clarify/check it?

(CCQs, timelines, etc.)
Visual pictures of 2 students, 1 wearing
street clothes, one wearing a school uniform.
Indicate that BOTH are acceptable (with a
happy face, or check, or ok beside each
picture.
Through use of CCQs:
1) Will you get in trouble for
wearing street clothes?
2) Will you get in trouble for
wearing a uniform?
Clarify that whilst dont have to shows a
lack of rules regarding uniforms, it does not
ban them either. dont have to indicates
there is a choice in the matter. Illustrate this
with visuals above, showing that both uniforms
and street clothes are ok.

How will you clarify/check it?

Elicit more marker sentences from the
students, then contrast each with the
affirmative form.
Board the sentences generated above and
highlight the have to and dont have to in
each sentence.
Elicit written forms from students, board and
highlight have to wear in each form, noting
the v1, infinitive and auxillary verb in each
form.
Provide controlled practice and monitor for
errors.

Language Assignment A

Which phonological features will you

highlight?
(phonemics, sentence stress, connected speech,
etc.)
do not is contracted / dnt /
have to is said as one word / hvt /
Sentence stress falls on the first syllable of have
to
e.g.

You dont have to wear a uniform.

Potential problems for learners with the TL
(NB Do not simply repeat points from above)
Students may interpret that it means
they cannot wear a uniform.
M

Students may want to use the

continuous form to indicate present
tense (e.g. to wearing).

Students may want to group the infinitive with

the aux. verb instead of the v1.
Students may try to make the a in have long
due to the e, may have difficulty pronouncing
the h sound.

How will you clarify/check it?

Model the word have to using the marker
sentence. Drill this in isolation 3-4 times and
then again drill using the full sentence 3-4
times.
Elicit stressed words in the sentence, then
board the sentence with the stressed work
underlined or circled.
Suggested solutions
Go back to visuals showing either option is ok.
Elict other sentences using the present simple
tense in the context using both negative and
affirmative form.
e.g. I have to turn in my homework tomorrow
vs. I dont have to turn in my homework
tomorrow.
X
X
X
x
Drill the word separately and in a sentence, board the
pronunciation in phonemic script if they are familiar with
it.

Language Assignment A

Grammar Analysis for Lesson Planning

Teacher
Sandra Kotan

Structure
Context
Marker
Sentences

Class level

Date

Upper Intermediate

TP No
Assignment 1

Future Perfect
A prediction about my academic achievements at a particular future time.
By the end of the year Ill have finished my dissertation.

What's the meaning/use?

(consult a reference book, e.g. Swan, Parrott, etc.)
We use future perfect forms to view things from a
particular point in the future as already having
taken place or as having been completed.
(Parrott, pg. 173).

How will you clarify/check it?

(CCQs, timelines, etc.)
CCQa
Timeline

What's the form?

(consult a reference book, e.g. Swan, Parrott, etc.)

How will you clarify/check it?

Which phonological features will you

highlight?
(phonemics, sentence stress, connected speech,
etc.)

How will you clarify/check it?

Potential problems for learners with the TL

(NB Do not simply repeat points from above)

Suggested solutions

Lexis Analysis for Lesson Planning

**Complete this sheet every time you plan to include at least three lexical items in your lesson**

Na
me

Sandra Kotan

Lexical Set
Context

Shes skinny. Shes slim

For example, online dating profiles of people describing themselves & prospective partners when they sign up
(delete this)

Lexical items
Include part of speech, a definition
suitable for your learners, phonemic
script, stress
NB one row per item
Skinny
adjective
Very thin
/skni/
Skin - ny
(skinnier, skinniest)

Lev Pre-Intermediate
el

Method of conveying &

checking meaning.

Anticipated problems/solutions
BE SPECIFIC HERE
Consider M F and P

Include CCQs to check meaning, form, as

well as other relevant means of checking,
e.g. timelines, clines, etc.
Visuals showing a painfully thin person.
CCQs
Is this person thin?
Does this person look healthy?
Would you compliment this person on
their appearance?

Problems

May not understand the Contrast with the word slim

to show the difference.

M negative connotation.

May not understand it

Demonstrate that this can

be used to describe other
nouns (ie cow or body parts)

May want to stress

second syllable.
May have issues with
the sk sound

Drill the pronunciation.

F is an adjective.

Slim
Visuals showing a pleasingly thin person.
Adjective
CCQs
attractively thin: approving (especially Is this person thin?
of people)
Does this person look healthy?
/slm/
Would you compliment this person on

Solutions

Demonstrate the position of

tongue on each letter and
drill with the pronunciation
of these

May not understand the Contrast with the word

skinny to show the
difference.

M positive connotation.

F May not understand it

is an adjective.

Demonstrate that this can

be used to describe other

slim
(slimmer, slimmest)

their appearance?

nouns (ie cow or body parts)

May have issues with

the sl sound

Demonstrate the position of

tongue on each letter and
drill with the pronunciation
of these combined letters.

Functions Analysis for Lesson Planning

**Complete this sheet every time you plan to include functional language in your lesson**

Na
me

Sandra Kotan

Lev Intermediate
el

Function

Possibility/Certainty

Context

I have been working very, very hard to learn to become an awesome teacher for weeks now. (Mime exhaustion) It
seems I havent had a good nights sleep in weeks, and I havent had any time to relax or do things that I enjoy. I am
exhausted. Im looking forward to going on holiday!

Functional exponents
Include relevant phonemic script,
stress, intonation, register information
and analyse form as chunk NB one
row per exponent
Affirmative:

Method of conveying &

checking meaning.

Anticipated problems/solutions
BE SPECIFIC HERE
Consider M F and P

Include CCQs (and answers) to check

meaning/function, form (and register, if
necessary), as well as other relevant
means of checking, e.g. timelines, clines,
etc.

Problems
M

Im looking forward to going on holiday

Form
Subject + am looking +

Phonology
Negative:
Im not looking forward to going on
holiday

Solutions

Form
Phonology

Grammar Analysis for Lesson

Planning
Teacher

Structure
Context
Marker
Sentences

Class level

Date

TP No

For example, past simple, past perfect, etc. (delete this)

For example, a text about going to a disastrous party and the events which
then took place etc. (delete this)
For example, when I arrived, shed already gone to hospital, Theyd
finished all the snacks before I got any (delete this)

What's the meaning/use?

(consult a reference book, e.g. Swan, Parrott, etc.)

How will you clarify/check it?

(CCQs with answers, timelines, etc.)

What's the form?

(consult a reference book, e.g. Swan, Parrott, etc.)

How will you clarify/check it?

Which phonological features will you

highlight?
(phonemics, sentence stress, connected speech,
etc.)

How will you clarify/check it?

Potential problems for learners with the TL

(For pron, prioritise from the points made above)

Suggested solutions

Bibliography
State the resources you used during this assignment, for example:
Adrian Underhill (2005). Sound Foundations. Macmillan. (delete this)