Assignment 2: LANGUAGE RELATED TASKS (750-1000 words)
The aim of this assignment is for you to demonstrate your ability to:
Analyse language for teaching purposes including the identification of significant
features of meaning, phonology, form and use of specified language items.
Establish context, convey meaning and check students’ understanding.
Anticipate student problems with the language and be prepared to help with them.
Use relevant information from reference materials to assist in your planning and
teaching.
Recommended books for this assignment (please list the ones you use in a
bibliography at the end of your assignment, giving the title, author, publisher and year
of publication):
Teaching English Grammar”, Jim Scrivener, Macmillan.
Grammar for English Language Teachers, Martin Parrott, CUP.
Practical English Usage, Michael Swan, OUP.
How English Works, Michael Swan and Catherine Walter, OUP.
Essential Grammar in Use, Raymond Murphy, CUP.
English Grammar in Use, Raymond Murphy, CUP.
For this assignment, you must consult reference books and state the ones you use
clearly.
Assessment criteria (reproduced from the CELTA Syllabus and Assessment
Guidelines):
Candidates can demonstrate their 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 language to an appropriate source.
Using written language which is clear, accurate and appropriate to the task.
The Assignment
Look at the following three highlighted language items and imagine you are
introducing them for the first time to a group at the given level:
This coat fits me but it doesn’t suit me. (Elementary).
o NB: Include a contrast of the two items and focus on the lexis, not the
grammar.
I’m getting used to living in Algiers. (Intermediate).
o NB: Please analyse the given language (get used to in the continuous
form).
Would you mind if I closed the window? (Upper Intermediate).
o NB: Don’t forget to include the response in the analysis.
In each case:
Analyse the meaning of the highlighted form.
Using the example sentences above, design a context from which to convey the
meanings.
Describe how you would convey and elicit the meanings from these contexts.
, How would you check students have understood the meaning? If using concept
questions, include the suggested answers.
Mention any issues with appropriacy.
Analyse the pronunciation features of the highlighted form (use phonemic script if
possible).
Analyse the form and show what you would write on the whiteboard (in the
structural examples, please generalise, e.g., It’s going to rain be + going to +
base form). Remember, where applicable, to include affirmative, negative and
interrogative forms.
Think what problems (with MPFA) students might have with the highlighted forms.
Say how you would deal with these problems in class (remembering their level).
You will be given example Language Analysis sheets in the input session when the
assignment is set up.
Answer template
For this assignment, please use the Language Analysis sheets from your lesson
planning paperwork – if possible, complete them electronically but please check / add
the phonemes before handing in (NB: electronic submissions are not compulsory).
This coat fits me but it doesn’t suit me. (Elementary): use a Vocabulary LA sheet
(NB: the focus here is on the lexical items ‘fit’ and ‘suit’, not the grammar of the
example sentence).
I’m getting used to living in Algiers. (Intermediate): use a Structure LA sheet.
Would you mind if I closed the window? (Upper Intermediate): use a Functions
LA sheet.
Terminology for Verb Forms
Example Preferred term Alternative term Notes
Take Base Form Infinitive without ‘to’ This never
changes
to take Full infinitive Infinitive with ‘to’
take / takes V1 / first form Present Simple
Taking -ing form Present participle
Took V2 / second form Past simple
Taken V3 / third form Past participle
Submission checklist:
I have completed all three answers and addressed all areas of the rubric, following
the instructions in the template above and using the appropriate LA sheets.
I have included affirmative, negative and interrogate forms where required.
I have used the context suggested by the given sentences.
I have included answers to any concept questions.
I have included anticipated problems relating to MPFA.
I have included solutions to the problems given.
I have included a bibliography and made it clear where I have included direct
quotes or have paraphrased.
I have included and respected the word count.
The work is my own.
The aim of this assignment is for you to demonstrate your ability to:
Analyse language for teaching purposes including the identification of significant
features of meaning, phonology, form and use of specified language items.
Establish context, convey meaning and check students’ understanding.
Anticipate student problems with the language and be prepared to help with them.
Use relevant information from reference materials to assist in your planning and
teaching.
Recommended books for this assignment (please list the ones you use in a
bibliography at the end of your assignment, giving the title, author, publisher and year
of publication):
Teaching English Grammar”, Jim Scrivener, Macmillan.
Grammar for English Language Teachers, Martin Parrott, CUP.
Practical English Usage, Michael Swan, OUP.
How English Works, Michael Swan and Catherine Walter, OUP.
Essential Grammar in Use, Raymond Murphy, CUP.
English Grammar in Use, Raymond Murphy, CUP.
For this assignment, you must consult reference books and state the ones you use
clearly.
Assessment criteria (reproduced from the CELTA Syllabus and Assessment
Guidelines):
Candidates can demonstrate their 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 language to an appropriate source.
Using written language which is clear, accurate and appropriate to the task.
The Assignment
Look at the following three highlighted language items and imagine you are
introducing them for the first time to a group at the given level:
This coat fits me but it doesn’t suit me. (Elementary).
o NB: Include a contrast of the two items and focus on the lexis, not the
grammar.
I’m getting used to living in Algiers. (Intermediate).
o NB: Please analyse the given language (get used to in the continuous
form).
Would you mind if I closed the window? (Upper Intermediate).
o NB: Don’t forget to include the response in the analysis.
In each case:
Analyse the meaning of the highlighted form.
Using the example sentences above, design a context from which to convey the
meanings.
Describe how you would convey and elicit the meanings from these contexts.
, How would you check students have understood the meaning? If using concept
questions, include the suggested answers.
Mention any issues with appropriacy.
Analyse the pronunciation features of the highlighted form (use phonemic script if
possible).
Analyse the form and show what you would write on the whiteboard (in the
structural examples, please generalise, e.g., It’s going to rain be + going to +
base form). Remember, where applicable, to include affirmative, negative and
interrogative forms.
Think what problems (with MPFA) students might have with the highlighted forms.
Say how you would deal with these problems in class (remembering their level).
You will be given example Language Analysis sheets in the input session when the
assignment is set up.
Answer template
For this assignment, please use the Language Analysis sheets from your lesson
planning paperwork – if possible, complete them electronically but please check / add
the phonemes before handing in (NB: electronic submissions are not compulsory).
This coat fits me but it doesn’t suit me. (Elementary): use a Vocabulary LA sheet
(NB: the focus here is on the lexical items ‘fit’ and ‘suit’, not the grammar of the
example sentence).
I’m getting used to living in Algiers. (Intermediate): use a Structure LA sheet.
Would you mind if I closed the window? (Upper Intermediate): use a Functions
LA sheet.
Terminology for Verb Forms
Example Preferred term Alternative term Notes
Take Base Form Infinitive without ‘to’ This never
changes
to take Full infinitive Infinitive with ‘to’
take / takes V1 / first form Present Simple
Taking -ing form Present participle
Took V2 / second form Past simple
Taken V3 / third form Past participle
Submission checklist:
I have completed all three answers and addressed all areas of the rubric, following
the instructions in the template above and using the appropriate LA sheets.
I have included affirmative, negative and interrogate forms where required.
I have used the context suggested by the given sentences.
I have included answers to any concept questions.
I have included anticipated problems relating to MPFA.
I have included solutions to the problems given.
I have included a bibliography and made it clear where I have included direct
quotes or have paraphrased.
I have included and respected the word count.
The work is my own.
