Cambridge CELTA Assignments

Cambridge CELTA assignments

Language related task

Name ______

Aim

This assignment assesses your skills in analysing language and in checking students’ understanding of language.

Assessment criteria

Successful candidates can:

·  analyse language correctly for teaching purposes

·  correctly use terminology relating to form, meaning and phonology when analysing language

·  access reference materials and reference information to an appropriate source

·  use written language that is clear, accurate and appropriate to the task

Task

Give a brief outline of what a teacher needs to be aware of when teaching the items given i.e.

for each one: a) analyse the meaning, show how you would break down the form for the students and show what features of pronunciation students may need help with (use phonemic script where appropriate).

b) list anticipated difficulties for students with meaning, form and pronunciation

c)  outline a context to introduce the language in

d)  show how you would check understanding of meaning (concept questions, timeline, other methods etc). Give the actual questions, draw the timeline etc.

List the reference materials you used to help you, including page numbers.

(word count: 750 – 1000 words)

Language related task – language analysis for lesson planning – Section A - Grammar

E.g.
He shouldn’t have eaten the fish.
(late intermediate) / a) Meaning: a past action which took place but which was inadvisable
Form: Subject + should + have + past participle
Pron: / ò¶d¶v / i.e. weak form of ‘should’ and ‘have’
b) difficulties with meaning – students might confuse this form with ‘should’ + verb, used for giving advice, or
with ‘must have done something’ used for deductions. With form – students need to be familiar with past participles of irregular verbs. Instead of the participle, students may use the base verb e.g. ‘should have go’ With pronunciation – students may pronounce an ‘l’ in should. Students may have difficulty with weak form of ‘have’, in this case pronounced without the /h/, so /əv/
c) context: two friends talking about a disastrous evening out
d) checking understanding: Did he eat the fish? YES
Was it a good idea? NO
Sources: Headway Upper Intermediate Grammar Reference section page XXXXX
Swan: Practical Use of English pages XXXXX
“The lock’s not broken.”
“He must have come in through the window.”
(intermediate)
“Which countries have you visited?”
“Well, I’ve been to India.” (pre-intermediate)
“What’s the matter?”
“I need a good holiday. I wish I were rich, then I could go to the Bahamas.” (intermediate)

Language related task – language analysis for lesson planning – Section B - Vocabulary

“Are the trousers OK?”
“Well, they fit me, but I don’t think they suit me.
(elementary) / a) Meaning: fit – it’s the right size, suit – it’s the right style, colour etc for me
Form: fit can also be used intransitively e.g It fits. Suit must always be followed by an object.
Pron. /fIt/ /su:t/
b) difficulties with meaning –. To suit may be taken to mean ‘be suitable for’. Fit may be taken to mean ‘suit’, as if something fits, it is suitable. Concept questions can be used to avoid these misunderstandings. With form – students may connect ‘to suit’ with ‘a suit’.
pronunciation –: fit: learners may have difficulty with the short /I/ sound. Suit may be mispronounced as “suite” or “suet” because of the spelling.
c) context: Two friends in a clothes shop changing room.
d) checking understanding: fit: Is it big for me? NO Is it small for me? NO Is it the right size? YES
suit: Is it a good colour for me? YES Is it a good style for me? YES Does it look good on me? YES
Sources: Longman Dictionary of Contemporary English (for phonemic symbols)
She takes after her father.
(intermediate)
“Was he a good child?”
“No. He played truant a lot when he was at school.”(intermediate)

I confirm that this assignment was my own work ………………………………………(sign)