International House

Cambridge CELTA

Name: Erik Carballo

Assignment 1 : Language Related Tasks

(please submit with your assignment)
Marking criteria
Grammar (Meaning)
identified the TL and concept of
in simple words

To
Stan
dard

Used appropriate means to

check concept; ie concept
questions, timelines, etc.
Identified appropriate problems

and solutions.
Grammar (Form)
labelled the different parts of
speech correctly and identified
appropriate problems and
solutions.

identified M correctly, used

appropriate CCQs and
identified appropriate problems
and solutions

Overall grade:
Tutor(s) signature(s) and
date
E. Fishwick

1st submission Comments

Tutor feedback and

resubmission guidance if
necessary
Good for sentence 1 though please
remove the info about wishing for
sentence two

To
St
an
da
rd

No
t
To
St
an
da
rd

P
a
s
s

F
a
il

You have a good timeline for

sentence one though you need to
make sure that your CCQs are vn
accurate English. You dont need a
timeline for sentence two and once
more work on your CCQs here. You
also need more relevant problems
and solutions here.
Please break down form accurately
for sentence 1 and also identify
problems and solutions for both.
Please identify the right
pronunciation and use the stress for
sentence 2. You also need
problems and solutions here

Grammar (Pronunciation)
Analysed relevant features of
phonology, including sentence
stress (and IPA were relevant),
and Identified appropriate
problems and solutions.
Vocabulary
Completed Vocabulary Analysis
Sheets (one per item)

Identified Form and

Pronunciation and identified
appropriate problems and
solutions.
written at a level of accuracy
which does not jeopardise clarity
and comprehensibility, and
which reflects a knowledge of
discourse, grammar,
punctuation and spelling.
included references to
appropriate resources where
used

Not
To
Stan
dard

You need to complete this as a

whole.

You need to polish and make sure

that you have asked CCQs here
and have correctly identified
problems and solutions (or even
wrote them)

Pa
ss

Re
su
b
mi
t

You need to identify the right form

and pronunciation for managed to
and find problems and solutions
here.
Please double check all your CCQs
here so that they are error free

Please use resources such as

Martin Parrot. This is really
important if you want to pass this
assignment

2nd submission
Comments

Tutor feedback

20th October 2015

Cambridge CELTA Criteria for Language related tasks assignment(s):

Candidates can demonstrate their learning by:
a. analysing language correctly for teaching purposes
b. correctly using terminology relating to form, meaning and phonology when analyzing language
c. accessing reference materials and referencing information they have learned about language to an
appropriate source
d. using written language that is clear, accurate and appropriate to the task

Statement of Authorship
(to be signed by trainee before submitting)
I declare that this assignment represents my own work. I have not copied from the work of
other students and I have not allowed or enabled others to copy from my work.

Trainee Signature: ____________________________

Date: ___________________

International House
Cambridge CELTA
Written Assignment One:

Language Related Tasks

In this assignment you will be asked to analyse language in terms of:

Grammar
Vocabulary
Pronunciation

Assessment criteria for this assignment:

Analysing language for teaching purposes

Correct use of terminology relating to meaning, form and pronunciation
Accessing appropriate reference sources
Using written language that is clear, accurate and appropriate

Suggested reference materials:

Practical English Usage: Swan, OUP

About Language: Thornbury, CUP
Grammar for English Language Teachers: Parrot, CUP
English Grammar in Use: Murphy, CUP
Learner English: Swan & Smith, CUP
Your assignment should be well-presented and free of mistakes in spelling,
punctuation, vocabulary and grammar. You must use appropriate reference
materials to check terminology and ensure understanding.

Include, at the end of the assignment:

a bibliography
a final word count
Length of assignment: 1000 words.

All the language you will be analysing for this assignment is included in the text
below.
This is an excerpt from I See What you Mean from Using Spoken Discourse in the Classroom by Anne
Burns, Helen Joyce and Sandra Gollin (NCELTR 1996). It is a transcription of native speaker language.
Context: Two speakers, Charlotte (Ch) and Naomi (Na), are middle-aged women. They are friends and
have met at a restaurant. Charlottes sister,Rachel, is Naomis friend, but is absent. Jane is Charlottes
daughter, Mary is her granddaughter and Joseph is Janes husband.

Ch

Oh. Hello Naomi.

.
Na

Hello Charlotte. Nice to see you tonight. Wheres Rachel?

.
Ch

Probably stuck in a traffic jam.but I must tell you about what I did today.

4
5
6
7
8
9
1

one of my most embarrassing moments. I went to Marys Speech Day this morning,
then we went shopping, and on the train home I suddenly realised I didnt have my
keys. I had left the car at home so I hadnt picked up my purse with the car and house
keys in it. So we got home and found a door open which only goes into the play room.
So Jane and I managed to get into the play room. Then we had to prise off a
fly-screen and climb through the window with my parcels, in my good dress and my
high heels and thats how we managed to get in. Otherwise we wouldnt have made

0
1

it here tonight. Wed have been sitting on the doorstep waiting for Joseph to come

1
1

home, I think.

2
1
3
1
4
1
5
1
6
1
7
1

Na

Oh, its a wonder .lucky no-one saw you. They might have thought you were

.
a burglar.
Ch

Well it took about 5 minutes to break in and I thought if you were a

.
burglar you would do it in half the time so I dont feel secure
any more.
Na I see well, and what about your holidays? Are you still thinking about going to Italy?
Ch. I dont know. I mean, we all are really looking forward to going on holiday, but ..

8
1
9

Overview:
Language analysis and language clarification are an essential part of enabling learners to
understand and use new language, i.e. grammar, lexis. Most teachers need to work on their
ability to analyse language for pedagogical/teaching purposes with reference to relevant
features of meaning, form and phonology (and register/style where appropriate).

Instructions
1)
2)

Analyse the following language items in terms of: Meaning, Form, and Pronunciation.
There are two categories: Grammar & Pronunciation, and Vocabulary &
Pronunciation. There are two items per section, making a total of 4 items.

3)

An example of appropriate analysis for each one has been provided for you. Follow

this model for guidance.

4)
Make sure you use the grids shown. Complete a Language Analysis Sheet (the one
you will start using as of week 2 in your TPs and lesson plans).
5)

For Part 1 (grammar and pronunciation), make sure you consider the sentence in

relation to the GRAMMAR point (e.g. you should not analyse features of the vocab as such).
6)
You must use phonemic transcript where required as and relevant.
7)
You do not need to get everything 100% correct in this assignment to pass. Were
interested in developing your ability to analyse language as much as we are interested in the
correct answers. So, if there is sufficient evidence overall of your ability to think about language
accurately/appropriately, then the assignment can still pass.
8)
You must reference grammar references, e.g. Swan, Parrot, Scrivener, and
dictionaries for this assignment. Reference these in the boxes on the following pages below.

Part 1: GRAMMAR & PRONUNCIATION

Look at the following two sentences taken from the text and Complete a Language Analysis Sheet

(the one you will start using as of week 2 in your TPs and lesson plans).
*Sentence

1)

I had left the car at home.(lines 5 & 6).

*Sentence 2) if you were a burglar, you would do it in half the time (lines 15 & 16)

NB Fill in all the boxes and sections missing. Some sections are multiple
choice questions so simply bold or underline the correct option/s. Some other sections
have been filled in so that you have an idea of what to do for the rest. Sometimes
problems are given and you have to come up with the solutions, or the other way around.

Sentence 1)

I had left the car at home

Checking Meaning, Pronunciation and Form

Here write your marker sentence(s)and show exactly how you will check the form, meaning and pronunciation
features of the target language

Language area and use: What is the grammatical structure you intend to teach and how is it/are
they used? For example; modals of deduction, present continuous for future use..
Identify the TL and concept in simple words:
IS THIS TL:
a) Past Simple
b) Past Perfect
c) Present perfect
COMPLETE THE CONCEPT IN SIMPLE WORDS:
The Speaker is referring to an action that occurred before another action in the past.
Target language: provide the marker sentences (those provided to you already!)
. I had left the car at home

Focus on meaning: How will you CONVEY AND CHECK the meaning of the target language and its uses.
(Please include all timelines, concept questions etc. that you intend to use.) You should start by thinking of a
situation or context that will help you convey the meaning and bring the language to life.

I will draw a time line including leave the car at home and realise I dont have my key, and
write the marker sentence underneath.
DRAW THE TIMELINE:
PAST
_______|________________________________|________________|_
I had left my car at home

I realized I didnt have my keys

WHICH ONE OF THE FOLLOWING CCQs IS RELEVANT TO CHECK

UNDERSTANDING FO THE TL?
1) Did she forget the keys at home?
2) Does she have the keys now?
3) Is the action about past or present?

COME UP WITH TWO MORE RELEVANT CCQs:

What action happened before?
When did she realize about missing the keys? before or after she left the house?
One event happened before the other or at the same time?
Both events happened in the past?

Focus of form: What is the breakdown of the formas it will appear on WB/Handout. How would you highlight/ write
the form on the board, elicited from the students?
Past Perfect
I had left the car at home

Subject + HAD (AUX) + PAST PERFECT + complement

Focus on pronunciation: Include any relevant word/sentence stress, contractions, intonation, weak forms, etc. with
phonemic transcript of key words.

Which of the following transcriptions is correct when pronounced naturally?

I had left the car at home
1)
2)
3)
4)

/aihdleft/
/aidli:f/
/aidleft/

/aidhdleft/

WHICH OF THE FOLLOWING OPTIONS IS CORRECT FOR SENTENCE STRESS?

*
* *
*
1) I had left the car at home

2) I had left the car at home 3) I had left the car at home

Any other relevant features of phonology?

Use of IPA
Connected speech : /aidleft/
I had left the car at home

Source or Grammar Reference used to prepare for this lesson:

Write title, author, year, publisher and page number here of the grammar reference you used to
analyse your Target language.

Phonology video consonants

https://www.youtube.com/watch?
v=ergntBoeAHM&feature=PlayList&p=17BA5649F06F425A&index=4&ab_channel=ezbreez
y
Phonology vowels
https://www.youtube.com/watch?
v=XlSeYt6PN6s&feature=PlayList&p=17BA5649F06F425A&index=2&ab_channel=ezbreezy
How to teach pronunciation pages 47-49. Consonants, Gerald Kelly, Longman 2001.
How to teach pronunciation pages 31-33. Vowels, Gerald Kelly, Longman 2001.

Potential Problems of Meaning: ( write the potential problems learners might have with Meaning- write
at least 2 potential problems AND their solutions)

Problem 1:
1) Students might fail to see the relevance in using the past perfect tense when they could just order
the events chronologically using the past simple.
Solution 1 ?? : state that past perfect is used to express more accurately since I can identify
the specific time in the past when something occurred which does not happen with past
simple.
State that with past perfect you can refer to two different actions at different times during
the past.
Write a timeline with two different sentences in simple past and the same sentence joined in
present perfect to state the use of this tense.
PAST
|____________________________________________|__________________|
the movie started
I arrived to the cinema
time you say
what happened
When I arrived to the cinema, the movie had already started.

Problem 2?? : Students may not recognize when an event occurs before another event in
the past

Solution 2: Use Timeline to visually show this.

PAST___________________________________________________________PAST
I had left the car at home
I didnt have my keys
Potential Problems of Form: ( write the potential problems learners might have with Form- write at
least 2 potential problems AND their solutions)

Problem 1: Students might use the auxiliary in the present simple. (has left, have left)
Solution 1: make the formula with ss so they can visualize how to make the sentences
correctly

Problem 2: ss may use past simple instead of past participle

Solution 2: make a formula using the auxiliary have with a color pattern so ss can visualize
the structure of the sentence and emphasize that the auxiliary had never changes.

Potential Problems of Pronunciation: ( write the potential problems learners might have with Formwrite at least 2 potential problems AND the solutions)
Problem 1:
Spanish speakers are reluctant to use contractions or connected speech, they might stress
each word individually.
Solution 2: Model sentence and elicit stress from learners. Mark stress on the WB and write the IPA
/aidleft/. choral drill, then show what it sounds like if I stress every single word separately. Ask
learners which version sounds better. Drill chorally again and then individually.

Problem 2: Students may have problems with the connected speech I have /aid/ and pronounce it as
two separated words

Solution 2: chorale repetition and individual repetition so ss can identify the sound I have
as a group and individually specifically for connected speech and intonation .

/aid/

Sentence 2) if you were a burglar, you would do it in half the time

Checking Meaning, Pronunciation and Form
Here write your marker sentence(s)and show exactly how you will check the form, meaning and pronunciation
features of the target language

Complete this sheet for all grammar/functions lessons that you teach.
Language area and use: What is the grammatical structure you intend to teach and how is
it/are they used? For example; modals of deduction, present continuous for future use..
Identify the TL and concept in simple words:
Second Conditional
hypothetical situation and what would happen it it was real.
If I were a millionaire I would buy an island.

The speaker refers to a present unreal situation with hypothetical meaning.

Target language: provide the marker sentences (those provided to you already!)
if you were a burglar, you would do it in half the time

Focus on meaning: How will you CONVEY AND CHECK the meaning of the target language and its uses.
(Please include all timelines, concept questions etc. that you intend to use.) You should start by thinking of a
situation or context that will help you convey the meaning and bring the language to life.

if you were a burglar, you would do it in half the time

Elicit ss making this Qs:
Is it true that the person is a burglar?
What would you do If you were a burglar?
If you were a burglar what would you do?
If you were a burglar would you break into the white house?
If you were a burglar would you open faster a safe box?

Focus of form: What is the breakdown of the formas it will appear on WB/Handout. How would you highlight write
the form on the board, elicited from the students?
T elicit form from ss T writes the Formula on the board using marker sentence as example
Ss identify the tenses of the used verbs.

(IF + PAST SIMPLE) +(WOULD + INFINITIVE)

if you were a burglar, you would do it in half the time

Focus on pronunciation: Include any relevant word/sentence stress, contractions, intonation, weak forms, etc. with
phonemic transcript of key words.

*
if you were a burglar, you would do it in half the time
connected speech:

/ifyou/ /werea/ /bu:gla/ /youwoudoit/ in /hafdetaim/

Source or Grammar Reference used to prepare for this lesson:

Write title, author, year, publisher and page number here of the grammar reference you used to
analyse your Target language.
Parrot, M. (2008). Grammar for English Language Teachers.pp 220-221 UK: Cambridge University
Press.

Obee, B. (1999). The grammar activity book. pp74-75 UK: Cambridge University Press.

Potential Problems of Meaning: ( write the potential problems learners might have with Meaning- write
at least 2 potential problems AND their solutions)

Problem
ss may not identify If as the cause of some possible scenario

Solution
Trough real life situations students may think about the hypothetical choices for example.
If you see a fly that bothers you, you would.
A) kill it
B) spray it
C) put it on a jar
Students realize that a hypothetical situation has many possible solutions, and identify If as the
causing of the situation.
Problem
ss may not be able to identify would as the result of a possible scenario

Solution
state that would is the result of a possibility by using sentences as an example, modelling
funny sentences like
using the sentences as examples using color coding to identify the situation and the choices
Situation
If I see a fly that bothers me,
If I won the lottery,

choice
I would kill it.
I would buy me a country.

Potential Problems of Form: ( write the potential problems learners might have with Form- write at
least 2 potential problems AND their solutions)

Problem
1) Students might use the infinitive form, instead of the base form after would in the consequence
clause (e.g. would to do.)
Solution use the formula on the board to visualize the error making use of color patterns to
identify the parts of the sentence and avoid mistakes

Problem
Ss may not use comma in the correct part if the sentence begin with IF

Solution
Use color coding to visualize the comma in the sentences as an example

Potential Problems of Pronunciation: ( write the potential problems learners might have with Formwrite at least 2 potential problems AND the solutions)
Problem:

Ss may not identify connected speech

I would /iwoud/
If I /Ifai/
Solution
use complete sentences and highlight the connected speech using arrows to convey the connection
between word, then drill as a group and then individually.

Problem
ss may not use correct word stress
Solution
*
if you were a burglar, you would do it in half the time
use complete sentences and mark them with dots where the stress is, make chorale
repetition and then individually payin attention to weak/stronf forms, and stress.

GRAMMAR EXAMPLE

TARGET LANGUAGE ANALYSIS SHEET

Checking Meaning, Pronunciation and Form
Here write your marker sentence(s)and show exactly how you will check the form, meaning and pronunciation
features of the target language

Complete this sheet for all grammar/functions lessons that you teach.
Language area and use: What is the grammatical structure you intend to teach and how is
it/are they used? For example; modals of deduction, present continuous for future use..
Identify the TL and concept in simple words:
To be looking forward to doing something.
The speakers in the present are positively anticipating a future event.
Target language: provide the marker sentences (those provided to you already!)
We are looking forward to going on holiday.(Pre-intermediate level)
Focus on meaning: How will you CONVEY AND CHECK the meaning of the target language and its uses.
(Please include all timelines, concept questions etc. that you intend to use.) You should start by thinking of a
situation or context that will help you convey the meaning and bring the language to life.

I will refer learners back to the text and ask them CCQs to fully check understanding of the
Meaning:
a) are they on holiday now? (No)
b) Do they want to go on holiday? (Yes)
a)

How do they feel about it? (excited)

Focus of form: What is the breakdown of the formas it will appear on WB/Handout. How would you highlight write
the form on the board, elicited from the students?
main

(be) | look + ing forward to | verb + ing

Verb to be (present simple)

am
is

|
|

|
|

Focus on pronunciation: Include any relevant word/sentence stress, contractions, intonation, weak forms, etc. with
phonemic transcript of key words.

Relevant Features of phonology (Schwa, sentence stress).

*
*
*
*
They are looking forward to going on holiday.
//
//

Source or Grammar Reference used to prepare for this lesson:

Write title, author, year, publisher and page number here of the grammar reference you used to
analyse your Target language.
English for Language Teachers, Parrot , 2004, Cambridge University Press.

Potential Problems of Meaning: ( write the potential problems learners might have with Meaning- write
at least 2 potential problems AND their solutions)

Problem

Solution

1) Students might think the holiday

Draw a timeline

now

holidays

is happening now.

x---------------------|

<______|___________x_____>
2) Students might think she is literally Ask CCQs to check the meaning of what it
doesnt mean.
looking forward.
E.g. Are they looking at a picture of a
holiday? (no)
Do they see their holiday or are they thinking
about it? (thinking about it)

Elicit other examples of things we look forward to.

Potential Problems of Form: ( write the potential problems learners might have with Form- write at
least 2 potential problems AND their solutions)

a.

Problem
SS use the wrong part of the verb
drill to
e.g. Look forward to go
b. SS leave out to
color and model and

Solution
Highlight form on the WB, model and
reinforce it.
Highlight to in a different
drill. Use finger highlighting to show

the position of to

Potential Problems of Pronunciation: ( write the potential problems learners might have with Formwrite at least 2 potential problems AND the solutions)
Problem:
SS pronounce to as /tu:/
Solution: Model, drill and beat the stress. Mark the //sound on the board and contrast it againt

the other phoneme

Problem: Learners might pronounce they are separately even thus not producing native like speech.

Solution: I will elicit the contraction (theyre) and the corresponding IPA. I will write it on the
board and drill this in connected speech.

Part 2: VOCABULARY & PRONUNCIATION

The following words appear in the text:

managed to (line 10)

burglar (line 14)
For each item of lexis, complete one vocabulary analysis sheet as though you had
selected these vocabulary items to pre-teach in a lesson.

Vocabulary Analysis Sheet Vocabulary

Word/phrase : MANAGED TO
Meaning (keep it simple!)
To do something with difficulty
WHICH IS A SIMPLER AND ACCURATE MEANING TO CONVEY TO STUDENTS?
1) The quality of being able to, accomplishing something, achieving a goal that is meant to be done with
a high level of dexterity.
2) To complete a difficult task and succeed.
3) To do something.

How will meaning be conveyed?

T will elicit ss when they have done something very difficult ss may reply with something difficult to do
for example a difficult exam whwn they obtained a 6 they managed to pass the exam

What are your CCQs?

Anticipated problems & Solutions of
managed to is used when you do something Meaning
that is easy?
ss may use a different preposition instead of TO
When you managed to do something you
dont do it?
When you managed to do something you
find a solution?

Solution
state that collocations do not change and that are
always the same

WHICH IS A GOOD RELEVANT CCQ?

1) How

did she feel when we got in the

house?
2)Is she happy now?
3) Did she get in the house?
COME UP WITH ONE MORE GOOD
CCQ:
Was it difficult to do?
Form

Anticipated problems & Solutions of Form

Problem
Ss may use a different preposition instead of to

Collocation
verb + preposition

Solution
State that collocations do not change and that
always use the same preposition.

Pronunciation

Anticipated problems & Solutions of

Pronunciation

Say the sentence naturally. Which of the

next IPA transcriptions is correct:
1)
2)
3)
4)

Problem ss may not pronounce the stress word

correcly

/mnd t/
/mnd t/
/mnd tu/
/mned t/

Solution chorale repetition using humming to

identify the stress word.

Word/phrase
BURGLAR

Meaning (keep it simple!)

A person that steals

How will meaning be conveyed?

T can show a flashcard of a burglar dressed in black with a gun and a big bag on the shoulder entering a
home.

What are your CCQs?

Are there different words to call a thief?
Burglar, thief, robber, pick-pocket.
From where can we rob something?

Houses, people.

Anticipated problems & Solutions of

Meaning
Problem
Ss may not know that in English there are different
words for each type of robbery.

Where is the place of work of a burglar?

houses

Solution
State that in English there are special words for each
type or robbery on the street, in houses, to
pickpockets, etc.

Form

Anticipated problems & Solutions of Form

Problem ss may think burglar is a verb

Burglar. Noun, the name of something

(occupation)
Type of noun Countable/ uncountable

Pronunciation
/bl/

Solution Write marker sentences using burglar as

the subject to state is a noun and not an action.

Anticipated problems & Solutions of

Pronunciation
Problems: ss may not pronounce stressed words
correctly

Solutions: work on word stress and put

emphasis on stressed syllable, mark this

visually on the WB. Model and drill.

VOCABULARY EXAMPLES

Vocabulary Analysis Sheet Vocabulary

Word/phrase
traffic jam

Meaning (keep it simple!)

a line of cars which are not moving. It could be because there are lots of cars on the road, because of an
accident or road works

How will meaning be conveyed?

Pre-teach by using a situation and storyline
T: So, I woke up very late today, 10am! I start work at 10:30am, so I didnt take a shower , I was really
worried. So I got in my car and started driving desperately then.. what do you think happened?
SS: you (thinking)
T: I got even more worried and stressed out! I saw something on the road what did I see?
SS: cars

T: yes! One or many?

SS: many!
T: Yes! Many many cars. I was in a Traffic Jam!
Anticipated problems and solutions of Meaning
What are your CCQs?
Problem:
Learners might still not get the Meaning of the word
If the cars are moving fast is there a traffic
(even
after
CCQs and elicitation)
jam? (no) Do people like being in a traffic
Solution: I will show pictures of traffics jams, and ask learners
jam? (no)
if they have been in a traffic jam, where and when, what
What causes traffic jams? (road works,
happened.
accidents, rush hour etc.)

Form (Spelling, regular,

irregular, collocations?)
compound noun
countable: a traffic jam
collocation:
To be in/ stuck in a traffic jam

Anticipated problems and solutions of Form

Ss may make it plural by adding s to traffic. Elicit
that traffic is uncountable. Tell Ss that compound
nouns are made plural by pluralizing the second
noun.

Pronunciation
*
/trfkm/

Anticipated problems & Solutions

Some Ss have difficulty with // sound. Correct,
show IPA, model and drill as necessary.