CELTA LANGUAGE RELATED TASKS Candidate name: Yucen Zhong Date submitted: 1/12/2023 Word count: 1098 NB: word limit – 750-1000 words 2nd, Due: Saturday, December 21.00 I understand that if I do not submit this assignment on the given date, that this assignment will be counted as a resubmission and there will not be an opportunity to redo any areas that do not meet the assessment criteria. 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 provided materials and samples, from reference works or the work of other students and I have not allowed or enabled others to copy from my work. Signature/name: Yucen Zhong To be filled in by tutors Item Target language Meaning Context & elicitation Concept checking Form Pronunciation Anticipated problems and solutions Reference Item A Item B Item C Item D Item E Assessment criteria (from Cambridge English CELTA Syllabus and Assessment Guidelines) 1st submission 2nd submission – Met/Not met – Met/Not met 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 that is clear, accurate and appropriate to the task. Result 1st 2nd Date Marked by: submission submission Tutor’s summarising comments (on 1st submission): Comments on resubmission: LANGUAGE RELATED TASKS The aim of this assignment is for you to: Double-marked by: ● ● ● ● CELTA Identify the significant features of the form, pronunciation, meaning and use of specified language items/areas. 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 Literature: Practical English Usage, M. Swan Grammar for English Language Teachers, M. Parrott How English Works, Michael Swan and Catherine Walter Teaching English Grammar, Jim Scrivener Teaching Tenses, R. Aitken Essential Grammar in Use and\or English Grammar in Use, R. Murphy Concept Questions and Timelines, G. Workman English-English Dictionaries Coursebooks For this assignment, you must consult reference books and state the ones you use clearly. The Assignment Look at the following sets of sentences with highlighted language items. Choose one sentence from each set and imagine you are introducing them for the first time to a group at the given level: A. a) He is not used to working so hard. (Intermediate) b) I usually have my car serviced every six months. (Intermediate) c) The thief must have had a key. (Intermediate) Grammar (structure) B. a) He is flying to Mexico next week. (pre-intermediate) b) Mike was working on his report when his computer crashed. (pre-intermediate) c) She’s been playing volleyball since she was 7. (pre-intermediate) Grammar (structure) C. a) Do you mind if I take it? (intermediate) b) You’d better apologise to her. (intermediate) c) I’d rather you didn’t tell him. (intermediate) Functions (structure) D. a) My father retired last year. (intermediate) b) They often punish children here. (intermediate) c) He always respects his teachers. (intermediate) Vocabulary E. a) He took it out on his subordinates. (Upper-intermediate) b) She did this to get back at her ex-boyfriend. (Upper-intermediate) c) She couldn’t get through to him. (Upper-intermediate) Vocabulary In each case: ● Analyse the meaning of the highlighted form. CELTA ● Using the example sentences above, design a context from which to convey the meaning. Describe how you would build up this context in the classroom to lead to your target language. Important: Although you can use any context for elicitation, make sure the meaning you elicit is the same as the meaning the language item has in the example sentence provided in the assignment. A generative context can be a conversation (or written exchange) between 2 specific people (parent to child, colleagues, shopkeeper and customer etc) about a specific topic (teaching how to ride a bike, gossiping about the boss, discussing the weather etc.) or an anecdote - and the language you’re teaching will occur naturally in that conversation or anecdote (may be even multiple times). ● Describe how you would convey the meaning and elicit the target language/example from these contexts. ● Describe how you would check understanding of meaning. Include the concept questions (and the expected answers), timelines, clines, visuals, text context, etc. that you would use for this, and describe how you would use these. ● Mention any issues with appropriacy (if relevant). ● Analyse the pronunciation features of the highlighted form/item (use phonemic script where possible). ● Analyse the form and show what you would write on the board/show on the screen (in the structural examples, please generalise, e.g., It’s going to rain: S+ be (am/is/are) + going to + Vbase form). Remember, where applicable, to include affirmative, negative and interrogative forms. ● Identify at least ONE problem in each area (meaning, form and pronunciation) that students might have with the features you listed above. Provide solutions - say how you would deal with these problems in class (remembering the level). o What aspects of the meaning might be difficult for students to grasp? Do these words/structures have other uses (meaning)? Are there other words/structures that express something similar? Does the structure exist in students L1? o What form-related mistakes might students make when trying to use the item? o What problems might students have with particular sounds, stress or other pronunciation issues? Use your common sense as well as reference sources. ● State which reference books you have used to help you in your analysis. Please refer to the sample LA sheets you will have received in input sessions. To avoid having to resubmit PLEASE READ THIS CAREFULLY: Language requirements Your assignments are assessed for content and the accuracy of your language (your spelling, punctuation and use of English). Please proofread assignments very carefully before submission to ensure you have included all the required information and your language is accurate and appropriate. You will be asked to resubmit any assignment that has a lot of language errors. Potential pitfalls: - Using overly complex language - Building up an unclear / confusing context - Not establishing a context that will lead to the target language - Not considering whether language is formal, neutral or informal and in which contexts it can be used - CCQs / Other ways of checking that don’t get to or cover the full meaning - Using the same structure as the example in the CCQs, e.g. He should try using a different one. - Should he try? You need to use ‘easier’ language for the CCQs. - Overly long CCQs. Keep your language simple. - No including answers to CCQs - Not including clear timelines where appropriate - Inaccurate or insufficient breakdown of form / phonology - Not finding specific anticipated problems, or not identifying the pertinent ones - Giving difficulties with associated structures, but not specifically the one given. For example, difficulties with modals, rather than just “should”, the underlined structure. CELTA Complete the language analysis sheets below ITEM A Target Language (name of structure/ grammar area) Model Sentences Meaning/Use of Target Language Context (conveying meaning and elicitation) Checking Techniques – how you will check understanding of meaning Causative passive: have something done I usually have my car serviced every six months. “Have something done” is used to talk about something that someone else did for us or for another person. Show students a short conversation between a car service shop and a customer. The mechanic suggests that it’s time for the routine checkup as it has been six months. Elicit by asking questions ‘What is the mechanic’s suggestion?’ (to get the car serviced)’ ‘Where do I go?’ (the car service shop) ‘Do I check my car by myself according to the conversation?’ (No) Elicit and present the model sentence. Do I talk about past or present? (Present) Do I do it myself? (No) Do I ask someone else to do it for me? (Yes) Do I need to pay for it? (Yes) Form Subject +have + object + past participle(V3) Phonology Meaning Form Phonology Reference Materials Used /həv/ I usually have my car serviced every six months. (stressed words in bold) Anticipated Problems and Solutions Problem(s) Solution(s) Students may confuse the causative Ask CCQs and compare sentences as: verb “have” with the auxiliary in ‘I’ve checked the car’ Who checked present perfect tense. it? (Myself) ‘I have my car serviced’ Who checked it? (Others) Does it happen regularly? (Yes) Student may use other forms instead Highlight the word form. of past participle. Ensure there is a clear written record. Provide hot correction. Students may read the word have in Highlight and model the strong form /hæv/. pronunciation. Drill pronunciation chorally. Murphy, R. English Grammar in Use, 5th ed. CUP. CELTA Scrivener, J. Teaching English Grammar, Macmillan ELT, 2010. ITEM B Target Language (name of structure/ grammar area) Model Sentences Meaning/Use of Target Language Context (conveying meaning and elicitation) Checking Techniques – how you will check understanding of meaning Present progressive for future arrangements He is flying to Mexico next week. The present progressive can describe events in the future which have already been arranged. Show student a picture of a man’s schedule. Ask students to find out information about plans for next week. Elicit by asking ‘What is his plan for next week?’ (an important meeting/dinner) Elicit for more specific answers by asking question ‘What is his traveling plan?’ Elicit and present the model sentence. Is he in Mexico now? (No) Will he be in Mexico in the future? (Yes) Did he arrange this trip before? (Yes) Use a timeline: nominate students to put the action on the line(future). Form Phonology 1. +: Subject+ be +present participle+ complement. 2. -: Subject+ be +not+ present participle+ complement. 3. ?: Be+ subject+ present participle + complement? verb to be =am/is/are /hi z/ /tə/ He is flying to Mexico next week. (stressed words in bold) Anticipated Problems and Solutions CELTA Meaning Form Phonology Reference Materials Used Problem(s) Students may think the action is happening now. Solution(s) Refer to the context and ask CCQs: Is he on the plane right now? (No) When is he flying to Mexico? (Next week) Students may omit the auxiliary(is): Highlight the form in a written He flying to Mexico next week. record. Provide hot error correction in a controlled practice. Student may not use the connected Use finger highlighting. speech(he is/to). Highlight the connected speech. Model and drill pronunciation. Scrivener, J. Teaching English Grammar, Macmillan ELT, 2010. ITEM C Target Language (name of structure/ grammar area) Model Sentences Functional language-giving advice Someone had better do something. You’d better apologise to her. Meaning/Use of Target Language ‘Had better’ describes the actions that we think people should do in a specific situation. It is used to refer to the present or the future. Context (conveying meaning and elicitation) Share my story of saying something rude to my friend and she is upset. Ask students: what should I do to make it up to her? Elicit/present the model sentence. Checking Techniques – how you will check understanding of meaning Form Phonology Is it an advice or a request? (An advice) Is it something I can do in the past or future (Future) Do I must accept the advice? (No) Is it better to accept the advice? (Yes) +: Subject+ ‘d better (had better) + verb (base form) -: Subject+ ‘d better (had better) +not + verb (base form) /juːd/ /tə/ You’d better apologise to her. (stressed word in bold) CELTA Meaning Anticipated Problems and Solutions Problem(s) Solution(s) Students may misinterpret the Emphasize the time by asking CCQs: action as something happened in the Did I apologize to her before? (No) past because of the word had. Is it something nice to do in the future? (Yes) Form Students may use infinitive instead of the base form: You’d better to apologise to her. Phonology Students may not use a connected speech (You’d/to). Reference Materials Used Highlight the form on board. Using the structure for more examples. Provide hot correction in a controlled practice. Model and drill the pronunciation. Use finger highlighting. Murphy, R. English Grammar in Use, 5th ed. CUP. CELTA ITEMS D, E Vocabulary item Pronunciation Form Definition (levelappropriate) Context, conveying meaning and elicitation Checking meaning Problems and solutions Problem Solution (stress, phonemic transcription, part of speech and other relevant form features) punish /ˈpʌn.ɪʃ/ verb regular to cause people who have done something wrong to suffer by making them do something they don’t want to do. Show student the following picture. Elicit by asking questions: What would the teacher do? (Probably use the ruler to hit the kid.) Why would he do that? (The kid may do something wrong.) What the teachers in this school often do when the children make mistakes? Elicit or present the model sentence. Did the children do something wrong? (Yes) M Students may confuse the action as just to hit someone. Provide examples in different situations: He punished her by giving her extra work. The company was punished with an amount of fine. Then ask extra CCQs: Does it always mean someone hurt you physically? (No) What other punishments except for hitting someone physically? (send to jail/extra work…) F Student may misspell the word as puneshinfluenced by pronunciation. P Student may mistakenly Highlight the form. Provide controlled practice with spelling. And correct mistakes in the practices. Model and drill the pronunciation individually and chorally. Highlight the sound in a written record. Do the children want to get this treatment? (No) If you make some mistakes, will your boss/teacher punish you? (Probably yes) pronounce the /ʌ/ /ʊ/. as CELTA to get back at (someone) /ɡɛt bækət/ phrasal verb to punish someone because that person has done something wrong to you. Show students a picture with a woman posting an unflattering photo of a man. In the woman’s point of view, did the man do something wrong to her? (Yes) M irregular Reference Material Ask extra CCQs: Did the woman post the picture to make the man happy? (No) If you love someone, would you get back at her/him? (No) Did the woman love or hate the man? (hate) F verb+ adverb +preposition Students may misunderstand it as getting back together. Student may use ‘to’ instead of ‘at’. Elicit by asking questions: How would the woman What is their relationship? want to make the man (friends/couples…) feel? (Embarrassed) P Students may read the Do you think the man would words individually (back be happy seeing this picture at). online? (No!) Revel the relationship between the two people. Why did the woman do that? (To punish the man.) Elicit or present the model sentence. https://dictionary.cambridge.org/dictionary/english/punish https://dictionary.cambridge.org/dictionary/english/get-back-at?q=get+back+at+someone Highlight the correct preposition. Provide hot error correction in a controlled practice. Model the connection and provide error correction. Highlight the connected speech. Drill chorally.
