Language Assignment E

Written Assignment 1 - Language-Related Tasks

Assignment
Submission Date: Monday
6th June
NB: This is non-negotiable

Name

Word Count
NB This document has 1400 words in total
after deletions. Subtract that from your
total word count and include here (delete
this).

I confirm that this submission is all my own work.

Signed: ________________________ (Trainee)
Reserved for
the tutor

Date:

Assessment criteria
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

Pass

Re-submission
Due date:

Tutor Comments:

Signed: ______________________ (Tutor)

___________________
Second Submission
Tutors comments:

Signed: ______________________ (Tutor)

___________________

Date: __________________

Pass on Resubmission

Date: __________________

Double Mark:

Fail

Double Mark:

Language Assignment E

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) Ive called her 3 times! (Pre-Intermediate)
Grammar L.A. sheet
b) Analyse these two nouns: There were many useful discoveries and
inventions in the 20th century. (Intermediate)
Lexis L.A. sheet
c) Is it alright if I sit here? (Intermediate)
Functions L.A. sheet
d) Look at those black clouds. Its going to rain! (Elementary)
Grammar L.A. sheet
Include a timeline

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

Language Assignment E

Language Assignment E

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 E

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 (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, 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

(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

Lev
el

Lexical Set
Context

For example, adjectives describing personality (delete this)

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

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.

Problems
M
F
P
M
F
P

Solutions

Functions Analysis for Lesson Planning

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

Na
me

Lev
el

Function

For example, making suggestions, giving advice, etc. (delete this)

Context

For example, a listening about a European visiting Thailand for the first time and some Thai friends suggesting some
places to visit and things to do (delete this)

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

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
F
P
M
F
P

Solutions

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)

Referencing and Plagiarism

Your assignments need to be written in clear, accurate and academic English with appropriate
in text referencing. You should use mainly indirect quotes, meaning that you paraphrased the
text. If specific quotes are used, they should be referenced using author(s) surname(s), year
of publication and page numbers quoted, e.g. (Richards 2001:98). Page numbers are not
required if indirect quotes are used. e.g. Richards (2001).
The bibliography should be presented in alphabetical order of authors surname. Year of
publication, city and publisher should be included. This should be presented after the
assignment and before the appendices, and should only include publications referred to in the
text itself.
Referencing should follow a recognised format throughout the assignment. Here are
examples of references according to the APA Publication Manual, (6th ed., 2009); for more
information see www.apastyle.org.
Single author book: Richards, J.C. (2001). Curriculum development in language teaching.
Cambridge: CUP.
Section of edited book: Messick, S. (1989). Validity. In R. Linn (Ed.), Educational
measurement (pp. 13103). New York: Macmillan.
Journal article: Chapelle, C. (1999). Validity in language assessment. Annual Review of
Applied Linguistics 19, 254272. Edited book: Graves, K. (Ed.) (1996). Teachers as course
developers. Cambridge: CUP
Electronic source: British Educational Research Association. (1992). Ethical guidelines.
Retrieved 22 May, 2016, from: http://www.bera.ac.uk/guidelines.html
Please note that plagiarism includes:
copying anothers language or ideas as if they were your own
unauthorised collusion
quoting directly without making it clear by standard referencing and the use of quotation
marks and/or layout (indented paragraphs, for example) that you are doing so
using text downloaded from the internet without referencing the source conventionally
closely paraphrasing a text
submitting work which has been undertaken wholly or in part by someone else.