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CELTA Written Assignment: Language Related Tasks Assignment Version 2014

CELTA Written Assignment:

Language Related Tasks Assignment

Version 2014

What you need to do

Analyse, and describe meaning clarification techniques, for these TWO structures

1. If I’d known, I’d have baked a cake! [level: Upper-intermediate]

2. Would you mind if I opened the window ? [level: Upper-intermediate] {functional language}

{grammatical structure}

and these TWO lexical items

3. insist on

[level: Upper-Intermediate]

4. Im sick and tired of it ! [level: Upper-intermediate]

(FOUR target language items in all).

Each of the FOUR items is addressed over

items in all).  Each of the FOUR items is addressed over FIVE sections (A,B,C,D,E) 

FIVE sections (A,B,C,D,E)

Each section A,D &E is for language analysis (meaning form & pronunciation respectively)

Each section

B & C describes meaning clarification techniques (illustration & check respectively)

These are the FIVE sections

describing in more detail what you will write in each:

A.

MEANING ANALYSIS

: saying what each it means and/or how it used based on reference

books/sites

B.

MEANING ILLUSTRATION

: describing a way of conveying the meaning to students when in the

classroom (e.g. context, visuals, dialogue, timelines, story, realia, synonyms, and/or antonyms)

C.

MEANING CHECK:

designing Concept Questions (and supplying answers) and/or other means to

check understanding of the target items

D.

FORM ANALYSIS :
FORM
ANALYSIS
:

structures> labelling the sentence elements & creating a substitution table (Naming the structure or tense if relevant).

lexical items > identifying parts of speech & identifying any changes that can happen to the item (can you add suffixes or prefixes ?/ can you vary the form in any way ?) highlighting patterns that happen around the items as well as dependent prepositions and common collocations

E.

PRONUNCIATION ANALYSIS
PRONUNCIATION
ANALYSIS

:

structures> highlighting sentence stress and anything else you notice

lexical items > highlighting word stress & providing phonemic script

What the Cambridge Assessment Criteria are for passing this assignment

You can demonstrate your learning by:

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 to an appropriate source

using written language which is clear, accurate and appropriate to task

Where to find info

Do some reading and research and include a bibliography which shows which sources you have consulted. Here are some recommended sources (note there is no need to consult all of these).

Practical English Usage by Michael Swan (OUP)

Essential/ English Grammar in Use by Raymond Murphy (CUP)

A good learner dictionary e.g. the Oxford Advanced Learner’s Dictionary or an on-line version

How much to write

750 1,000 word limit

CELTA Written Assignment: Avoiding any mention of FORM here (e.g. S+aux+Ving) or the tenses used
CELTA Written Assignment:
Avoiding any mention of FORM here (e.g.
S+aux+Ving) or the tenses used ; this is a
MEANING section
Language Related Tasks Assignment
The target
language Version is 2014
embedded in
the context
Sample Analyses – please copy the layout & organization of these i.e. tabulate the information
Exact
reference
Example of analysis of a structure: I was cooking [Level: Intermediate] ]
given
Actual story
provided; not
simply “I would
use a story”
MEANING
“We often use the past continuous together with a simple past tense. The past
ANALYSIS
:
continuous refers to a longer action or situation; the past simple tense refers to the
shorter action that happened in the middle of the longer actions, or that interrupted it”
Reference: Swan p 395; section 422.
The visual
matches context
B.
MEANING
‘ Last night, I was cooking when my friend Susan rang. I had to stop to answer the
phone. She’s so chatty ! We talked for a minute, then I went back to
the kitchen.’
exactly
ILLUSTRATION
:
The timeline is
annotated
with
information
I
will show the picture as
tell the story. The
timeline shows more
precise times.
I
Natural context –
not a mechanical
explanation
C.
MEANING
- Did I start cooking before Susan rang?
Yes.
CHECK:
- Did Susan ring during my cooking ? Yes.
- Did I continue cooking after the conversation?
Yes.
- Which was longer, the cooking or the phone ringing?
The cooking.
D.
FORM
ANALYSIS
:
Use subject
The form of
the verb, not
just ‘verb’
not pronoun
for sentence
structure
Don’t repeat
E.
PRONUNCIATION
redundantly
ANALYSIS
:
e.g
I
was COOKing
Note: ‘was’ is usually pronounced very weakly.
Write out
whole target
sentence and
mark features
on the whole
sentence
was
was
was
A TEFL
was
dictionary
Example of analysis of a lexical item: Creep (v) [Level: Intermediate]
A.
MEANING
to move in a quiet, careful way, especially in order to avoid attracting attention.
The target
ANALYSIS
:
Reference: Longman Exam Dictionary p. 348
language is
B.
MEANING
I
would give a brief, concrete situation and incorporate mime into it “Once, when I was
embedded in
ILLUSTRATION
:
15, I wanted to go to a late night disco with my friends so I crept (mime here!) past my
parents’ bedroom door”.
the context
C.
MEANING
- How fast was I going ? Slowly.
Answers
CHECK:
- Did I move quietly? Yes.
provided to
- Did I want anyone to see or hear me? No.
CCQs
D.
FORM
ANALYSIS
:
Creep here is an intransitive verb; it is irregular (creep – crept – crept). It is often
followed by along or down as in he crept down / along the corridor [+the NOUN]; or
past for a person or point (as in I crept past their bedroom door).
E.
PRONUNCIATION
Creep - /kri:p/ - one syllable
ANALYSIS
:
Avoiding any mention of
MEANING (e.g. synonyms) or
how we use it to MEAN
something here; this is a FORM
section
Noticing patterns that
FOLLOW the word and any
dependent prepositions -
not just information about
the word itself

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CELTA Written Assignment: Avoiding any mention of FORM here (e.g. S+aux+Ving) or the tenses used
CELTA Written Assignment:
Avoiding any mention of FORM here (e.g.
S+aux+Ving) or the tenses used ; this is a
MEANING section
Language Related Tasks Assignment
Version 2014
Exact
reference
given
Example of analysis of a functional language: Why don’t we go to the cinema tonight? (ex) [Level: Intermediate]
A.
MEANING
We make suggestions when deciding what to do with our friends, or giving them
ANALYSIS
:
advice on what they might do in a certain situation. “Why don't you / we go to the
movies tonight? Is an example of a formula used when making suggestions in English.
The target
The visual
http://esl.about.com/od/grammarstructures/a/f_suggestions.htm
language is
matches context
embedded in
exactly
B.
MEANING
Show a picture of two friends chatting in one of their
the context
ILLUSTRATION
:
homes. Display a dialogue in speech bubbles with the target
language contextualised.
Positive AND
Actual dialogue
provided; not
simply “I would
use a dialogue”
negative
Anna: Why don't we go to the cinema tonight?
Beth: Sounds good ! Maybe a comedy !
A: And, why don't we go for a pizza afterwards ?
B: Hmm, I don’t know, I’m on a diet !
responses
shown
C.
MEANING CHECK:
- Is Anna giving an idea for an activity for them to do together? (Yes.)
Checking
- Is she really asking Anna “Why” ? (No.)
appropriacy
- Is this something you could say to your boss ? (No) A friend ? (Yes.)
Checking responses:
- Does Beth want to watch a movie ? (Yes.)
- Does Beth want to have pizza ? (No)
D.
FORM
ANALYSIS
:
FUNCTIONAL CHUNK
Infinitive (without to)
Why don't we
go to the cinema tonight?
order a pizza ?
go jogging ?
play squash ?
form of the
verb, not just
‘verb’
After go to + NOUN (location) / after go for + NOUN (activity/food/drink)
Write out
E.
PRONUNCIATION
Why don't we go to the CINema tonight?
whole phrase
ANALYSIS
:
Bolded show sentence stresses and the capitals show the main stress.
The ‘t’ sound in ‘don’t’ is omitted in fast speech.
‘to’ is very weakly said and sounds like ‘t’
The intonation rises until ‘cinema’ and then falls.
and mark
features on
the whole
phrase
The target
language is
Example of analysis of a lexical item: He kicked the bucket (idiom) [Level: Intermediate]
embedded in
A TEFL
the context
A.
MEANING
kick the bucket : old-fashioned to die - used humorously
dictionary
ANALYSIS
:
http://www.ldoceonline.com
Not dictionary.com
B.
MEANING
I would contextualise the idiom in a dialogue between two
ILLUSTRATION
:
neighbours:
Natural
conversational
context – not a dry
defintion
Adam: Did you hear about my neighbour, Joe ?
Bonnie: No, what happened ?
A: He kicked the bucket this morning.
B: (laughing) Well you never liked his noisy guitar music
Checking
idiom if literal
or figurative
C.
MEANING
- Did Joe die ? (yes.)
Checking
CHECK:
- Did Joe use his foot to hit something ?
appropriacy
Mention what
-
Is this a formal phrase ? (no)
can and
-
Are they talking about Joe in a funny or sad way ? (funny).
cannot be
-
Could you say this about your best friend’s mother ? (no)
Checking
changed about
D.
FORM
ANALYSIS
:
this idiom
This a a fixed expression – we cannot change it to the plural (they kicked the buckets)
or the possessive (he kicked his bucket).
appropriacy
E.
PRONUNCIATION
He kicked the BUCket.
Write out
ANALYSIS
:
whole phrase
Kicked is pronounced with a ‘t’ sound of the end, and in this idiom is not said
strongly, if at all in fast speech. ‘the’ is pronounced very weakly; we hear just the ‘th’
sound.
and mark
features on
the whole
phrase

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CELTA Written Assignment: Language Related Tasks Assignment Version 2014

CELTA Written Assignment:

Language Related Tasks Assignment

Version 2014

Checklists of questions to ask yourself when reviewing your assignment before submitting
Checklists of questions to ask yourself when reviewing your assignment before submitting
Checklists of questions to ask yourself when reviewing your assignment before submitting

Checklists of questions to ask yourself when reviewing your assignment before submitting

Checklists of questions to ask yourself when reviewing your assignment before submitting
 

STRUCTURES

 

A.

MEANING ANALYSIS

:

Have you referenced which grammar resource you found the usage information in ?

Is this formal neutral or informal ? Spoken or written usually? Direct or indirect ? Polite ?

Limited yourself to only describing the usage of this structure in this particular context ?

B.

MEANING ILLUSTRATION

:

Conveyed the meaning in a natural context? Is this how you normally hear it used ?

Target language embedded in the context ?

 

Included an (optional) visual ? Said how you will exploit the visual ?

Timeline annotated with information and easy to decipher ?

 

C.

MEANING CHECK:

 

Avoided using difficult words and/or the target language in your CCQs ?

A variety of CCQ types ? CCQs easy to give a short definitive answer to ?

Do any of your CCQs needlessly repeat the checking of an idea seen in another of your CCQs ?

Do each of your questions check different components seen in your usage information ?

D.

FORM

ANALYSIS

:

Specified the verb forms ? What about the main verb ? What are the contractions in full form ?

The subject is labelled? Auxiliaries labelled as such ?

 

Limited your labelling to just the target structure?

Got the right name of the structure (if it has one) ?

Substitution table has labels along the top row ?

 

Avoided pointless repetition in the table ?

E.

PRONUNCIATION

ANALYSIS

:

How do we usually say it in natural fast speech ?

 

Sentence stresses placed over the loudest syllables? Any intonation ? Sound changes between words?

HAVE YOU FOCUSSED ON THE SAME EXAMPLE SENTENCE/UTTERANCE THROUGHOUT?

 

LEXICAL ITEMS

 

A.

MEANING ANALYSIS

:

Have you referenced which dictionary(-ies) you found the definition in ?

Formal neutral or informal ? Spoken or written usually? Any connotations positive or negative ?

B.

MEANING ILLUSTRATION

:

Conveyed the meaning in a natural context? Is this how you normally hear it used ?

Target language embedded in the context ?

 

Included an (optional) visual ? Said how you will exploit the visual ?

Is the illustration focussed to avoid conveying the meaning other related but dissimilar words?

C.

MEANING CHECK:

 

Avoided using the same means to convey and check meaning ?

 

Avoided using difficult words in your CCQs ? CCQs easy to give a short definite answer to ?

CCQs needlessly repeat the checking of an idea seen in another CCQ ?

Checked appropriacy and whether the meaning is literal ?

 

D.

FORM

ANALYSIS

:

How about dependant prepositions? What can come after the preposition ? Included collocations?

Any other permutations or changes possible to the word order around or inside the item ?

Common structural patterns follow the words?

 

Avoided mentioning anything about meaning here or how it is used to express meaning ?

CELTA Written Assignment: Language Related Tasks Assignment Version 2014

CELTA Written Assignment:

Language Related Tasks Assignment

Version 2014

E.

PRONUNCIATION

ANALYSIS

:

Stress(es) placed accurately over the loudest syllable?

Phonemic symbols accurate?

 

How to avoid plagiarism

According to the CELTA Administration Handbook:

“Candidates should confirm in writing that the written assignments are their own work. This does not

exclude joint preparation and discussion.

submitting substantially similar assignments. “

However, candidates should not collaborate to the extent of

If the marking tutor gets the impression that two or more assignments have too many similarities, and/or seem to be the wholly or partly the same assignment but with minor changes in wording, parsing and/or synonym replacement, then this will be considered plagiarism. Ways to avoid this are to not show, scan, attach to an email, send in any electronic form, fax, photocopy, copy-paste, duplicate, or hand over your assignment or your notes to another candidate, or leave it displayed on a device or in hard copy form unsupervised and/or where other candidates are likely to see it, nor dictate substantial parts of the assignment to another candidate to copy or paraphrase or get ideas from. An obvious way to avoid this completely is not to do the assignment jointly in any way whatsoever.

With regard to plagiarism, the CELTA Administration Handbook states:

“Centres should

• provide candidates with guidance as to what constitutes plagiarism and how to avoid it

• have an internal institutional plagiarism policy which makes it clear to candidates what the

penalties are if plagiarism is detected in internally assessed work • make it clear to candidates that severe penalties are applied by Awarding Bodies if plagiarised work is detected in externally assessed or moderated work. These will range from loss of marks to disqualification from the award.”

The first point has been covered. With regard to the second point, if an assignment is deemed to be plagiarised by the marking tutor and co-signing tutor, the centre here will award an instant, automatic and irreversible ‘Fail’ for the assignment. If the plagiarism is particularly blatant and/or we feel gross and deliberate deception has been perpetrated, the centre may decide to exclude you from the course forthwith. Therefore, we advise you proceed with caution.

If you have questions about the assignment, email me at anytime at

I will get back to you ASAP.