Language Assignment D

Written Assignment 1 - Language-Related Tasks Assignment

Submission Date
Name Word Count
NB: This is non-negotiable
Felipe Campos April 30th 5pm
1003
I confirm that this submission is all my own work.

Signed: ________________________ (Trainee) Date:

Reserved for the tutor

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

Re-submission
First Submission Pass
Due date:
Tutor Comments:

Signed: ______________________ (Tutor) Date: __________________ Double Mark: ___________________

Second Submission Pass on Resubmission Fail

Tutors comments:

Signed: ______________________ (Tutor) Date: __________________ Double Mark: ___________________

Language Assignment D

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 author’s 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. 13–103).
New York: Macmillan.

Journal article: Chapelle, C. (1999). Validity in language assessment. Annual Review of Applied Linguistics
19, 254–272. 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 another’s 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.
Language Assignment D

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) I’m visiting my grandmother this Sunday. (Elementary)

 Grammar L.A. sheet
 Analyse FORM for negative and question as well
 Include a TIMELINE

b) Analyse the two underlined words in the sentences –

A: Let’s go out on Saturday.
B: I can’t. I’ve got plans to go away. (Pre-Intermediate)
 Lexis L.A. sheet

c) Would you mind turning the music down? (Pre-Intermediate)

 Functions L.A. sheet
 Analyse the phrase as a CHUNK

d) This time next week, I’ll be looking for work. (Upper-intermediate)

 Grammar L.A. sheet
 Analyse FORM for negative and question as well
 Timeline

N.B. For the form breakdown, consider what the students need to know about the
whole marker sentence.
Language Assignment D
Language Assignment D
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 don’t 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 CCQ’s /
timelines, etc.
- Research the language carefully to anticipate the right problems
- Provide effective solutions (t-centred and student-centred)
Language Assignment D
Grammar Analysis for Lesson Planning
Teacher Class level Date TP No
Felipe Elementary 30/04/18 3

Structure Present Continuous (Diary future)

Context My plans for Sunday
Marker I’m visiting my grandmother this Sunday.
Sentences

What's the meaning/use? How will you clarify/check it?

(consult a reference book, e.g. Murphy, Swan, Parrott, etc.) (CCQs, timelines, etc.)
Present continuous talks about a definite plan in
the future……
(short and sweet)

Is this action in the present or in the future? future

Is he/she visiting today? No
Is the visit next week? No

What's the form?

(consult a reference book, e.g. Murphy, Swan, Parrott, etc.)
S + am/is/are + V-ing
Subject + Verb-ing
We call this form the present continuous.
Positive: I’m visiting my grandmother this Sunday.
Negative: I am not visiting my grandmother this Sunday
Question: Are you visiting your grandmother this Sunday?
How will you clarify/check it?
Elicit onto the board based on marker sentence. Elicit and
board the negative and question form for Present
Continuous.
Elicit other structures and tenses (to be going to, Future
Simple)

Which phonological features will you highlight?

How will you clarify/check it?
(phonemics, sentence stress, connected speech, etc.)
Model and elicit sentence stress
Contractions, stress, and connected speech . .
. Drill chorally and individually, use backchain, ½ class,
(Visiting – grandmother – this Sunday) are the sentence stress boys/girls, correcting where necessary
(this Sunday) is the connected speech
(I’m) is the contraction
Potential problems for learners with the TL
Suggested solutions
(NB Do not simply repeat points from above)
Making the form distinction between “on Refer to CCQs
Sunday” vs “this Sunday. I will refer the Look at the context: If the question is “What are you doing
students to the calendar mentioned above this Sunday?” Also refer to chart it will be helpful to
and draw their attention to a week and demonstrate difference in timelines if should need
M
how “this Sunday” is a good answer for
the v-ing form and “on Sunday” is best
with the Will + Verb (will visit)

Difference between “on Sunday” and “this Refer back to calendar and show the dates to clarify
F Sunday” Elicit feedback from students

Contractions “I’m” Drill again

P
 Lexis Analysis for Lesson Planning

**Complete this sheet every time you plan to include at least three lexical items in your lesson**

Name Felipe Level Pre-Intermediate

Lexical Set Go out; go away

Context The context will be a social discussion between people (visuals will represent same)

Lexical items Method of conveying & checking meaning. Anticipated problems/solutions

BE SPECIFIC HERE
Include part of speech, a definition suitable for your Include CCQs to check meaning, form, as well as Consider M F and P
learners, phonemic script, stress other relevant means of checking, e.g. timelines,
NB one row per item clines, etc. Problems Solutions

Definition: go out – leave the place you are at to do Conveying: Connotation of “go Clarify that today we will look at this form in a
something enjoyable outside your present place Dave: Mike do you want to go out this Saturday? out” could also mean casual question form between two friends
Part of speech: Phrasal verb Mike: Sorry, I can’t. I’ve got plans to go away this “asking someone on
M
weekend. date”
• CCQs: boyfriend/girlfriend
Go out Are they staying? situation
Are they going for sure?
Phrasal verbs are Have sts identify the different parts of speech and
If they go will it be enjoyable?
F sometimes are see the patt
CCQ: Is Mike going out this Saturday with Dave?
intransitive
Is Mike going somewhere?
Contractions before Model the pronunciation
phrasal verb might Correct Ss through choral drilling.
change the intonation Board the transcription
and pronunciation the
P shwa vovel GO(shwa)
OUT
Go away – to leave your home for a period of time, You can use the above dialogue to elicit student Connotation of “go Using visuals I will show students a picture or clipart
especially for holiday response on both Phrasal verbs away” as commanding distinguishing between the two. Eliciting student
• someone to go away response
Go away M and
“go away” leaving
your current place to
go somewhere else
GO (?) away Use board led discussions to see if anything else
F
fits here
Wrong stress: *go a Put the stress on the board with a DOT symbol
P
way
 Functions Analysis for Lesson Planning
**Complete this sheet every time you plan to include functional language in your lesson**

Name Felipe Level Pre-Intermediate

Function Asking for permission, asking people to do things

Context Asking a friend to turn music down.

Method of conveying & checking meaning. Anticipated problems/solutions

Functional exponents
BE SPECIFIC HERE
Include relevant phonemic script, stress, Include CCQs (and answers) to check Consider M F and P
intonation, register information and analyse meaning/function, form (and register, if necessary),
form as chunk – NB one row per exponent as well as other relevant means of checking, e.g. Problems Solutions
timelines, clines, etc.

• • Use visuals of a person and a music box or M Sts might confuse Use intonation patterns to
Would you mind turning the music a TV – the depiction must show the (formal/informal) express differences of polite
down? + Verb + -ING direction in which the tuner will go. TURN and stress sounds
down (lower the volume). Depiction of F Ss might use Refer to visuals or to the wb
visuals is usually to the left. to+infinitive
P Ss might pronounce L in Elicit and drill
Would
Check for intonation issues. Polite and CCQ: Is the music loud? (yes) M
impolite…. Is he being polite? (yes)
Register: polite Asking someone to do something? (yes) F
Responses: I’m afraid I need it right now. Form: What form of the verb comes after P
No, not at all! (I’ll turn it off=I don’t mind) mind? (V-ing)
 Grammar Analysis for Lesson Planning
Teacher Class level Date TP No
Felipe Upper-Intermediate 30/04/18 3

Structure Future Continuous

Context Someone talks about looking for work in the future around the same time
Marker This time next week, I’ll be looking for work.
Sentences

What's the meaning/use? How will you clarify/check it?

(consult a reference book, e.g. Murphy, Swan, Parrott, etc.) (CCQs with answers, timelines, etc.)
The future continuous is talking about an unfinished action or
event that will be in progress at a time later than now. The
future continuous can be used to project ourselves into the
future. Like in the sentence above

AM I looking for work right now? NO

Do I look for work next week on the same day? Yes

What's the form?

(consult a reference book, e.g. Murphy, Swan, Parrott, etc.)
will + be + the present participle (the root verb + -ing)
Positive – S+will+be+V-ing
Negative – This time next week, I won’t be looking for work.
Question – Will I be looking for work this time next week?
How will you clarify/check it?
Elicit sts response in the positive negative and question.
Using marker sentence. Identify parts of speech and
changes in each form.

Which phonological features will you highlight?

How will you clarify/check it?
(phonemics, sentence stress, connected speech, etc.)
• • /shwa/ • Model and elicit sentence stress.
This time next week, I'll be looking for work. Model and drill back to front sentence stress – WC
Stress: time marker, present participle, object. Individual….
The contraction will should be contracted in informal
speech/however in formal speech I think eliciting uncontracted
form is best

Potential problems for learners with the TL

Suggested solutions
(For pron, prioritise from the points made above)
SS may change the tense form. It is a rather Redirect Sts attention to timelines
M complex form. So expect some issues
i.e. This time next week, I will look for work.
Possible active passive issues or confusion Refer their attention to emphasis of sentence. The
I’ll be looking for work, this time next week. emphasis here is on “this time next week”
F
Vs This time next week, I’ll be looking for
work
Contractions I’ll Model and drill with emphasis on stress
P
Bibliography
Jim Scrivener (2011) Learning Teaching. Macmillan
Raymond Murphy (2012) English Grammar in Use. Cambridge University Press
Michael Swan (2005) Practical English Usage. Oxford
Cambridge Dictionary https://dictionary.cambridge.org/ Cambridge University Press (online)