CELTA Language Analysis

Task

Date of Application: 27th July, 2016

Name: Jitendra Kariamagharia

Please complete the tasks as neatly, as carefully and as fully as you can. You may refer to a dictionary and a grammar.
Recommended grammar reference books and dictionaries:
Practical English Usage Michael Swan (Oxford University Press)
How English Works Michael Swan and Catherine Walter (Oxford University Press)
Teaching Tenses Rosemary Aitken (Nelson)
Please note: your answers must be hand-written and written in the space provided.
Please make and keep a copy of this task as you may be asked to discuss some of your answers during the interview.
SECTION ONE: Language Awareness
Task 1: Focus on Parts of Speech
Read the following sentences and categorise the words into their correct parts of speech:
Nouns
road
dog
sight
corner

Verbs
ran
rounded
vanished

Adjectives
small

Adverbs
quickly

Articles
a
the

Conjunctions
and

Pronouns
it
my

A small dog ran quickly down the road. It rounded the corner and vanished from my sight.
Task 2: Focus on Tenses
a)

In each of the following sentences underline the verb or verbs and identify the tense(s)
Example:
Im reading a very good book at the moment.
Im reading a very good book at the moment. - Present Continuous

1. At the station I realised Id left the tickets at home. - Past Perfect

2. Ive been in Dhaka since last week. - Present Perfect
3. As soon as he got home, he rang his parents. - Past Tense
4. By the end of 2006, Ill have completed my research. - Future Perfect
5. Johns been working very long hours at work. - Present Perfect Continuous
6. I think Ill go to India next month. - Future Tense
b)

Now choose one of the tenses above and analyse the form of the tense.
Example:
am reading - Present Continuous
Simple Present tense of the verb to be (am, is are) + base form of verb+ing
Negatives: am not, isnt, arent + base form of verb+ing
Questions: Am, Is, Are + subject + base form of verb+ing
4. will have completed - Future Perfect
Simple Future tense of the verb to be (will/shall) + have + v3 (past participle)

The United Kingdoms international organisation for educational opportunities and cultural relations. We are registered in England as a charity.The language analysis does not have to
be completed by hand, it can be word processed.

Negatives: will/shall not + have + v3 (past participle)

Questions: will/shall + subject + have + v3 (past participle)

Task 3: Meaning
a)

Grammar

What would you say to a student who asked you to explain the difference in meaning between these pairs of sentences?
1.

a) I used to live there.

b) Im used to living there.
a)The first sentence means I had lived there but I dont now.
b)The second sentence means I am living there and familiar with the place.

2.

a) If he asks me Ill say yes.

b) If he asked me Id say yes.
c) If hed asked me I would have said yes.
a)He has not asked me but I am ready to say yes now or very soon.
b)He didnt ask me. If he had, I would say yes but the time has passed.
c)He didnt ask me at the particular time in the past, I was ready to say yes.

3. a) I dont feel like going to the movies.

b) I dont like going to the movies.
a) The feeling of dislike for the movies is less.
b) The feeling of dislike for the movies is strong.
d)

Vocabulary

The following pairs of words often cause confusion among students. Give an example sentence for each item. The context
should make the meaning of the items clear.
1.

hinder/prevent
High interest rates will hinder economic growth. (X hinders Y)
The police prevented the demonstrators from approaching the entrance to the embassy.
(X prevents Y from doing something)

2.

control/check
The police used force to control the agitators.
The security force was ready to check any kind of trouble.

3.

overweight/fat
Excess eating can lead to overweight of the body.
Too much fat in the body is not good for health.

Task 4: Spot the Error, Correct and Explain

Read the following sentences
i)
Spot the errors they can be errors of grammar or vocabulary.
ii)
Correct the sentence
iii)
How would you explain the nature of the error to the student?
Example
How much people does he know?
a) How many people does he know?
b) much is used with uncountable nouns such as water, sugar etc.
many is used with countable nouns such as pencils, children etc.

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1.

I was very upset when the other car hardly missed me.
a)

I was very upset when the other car nearly missed mine (my car).

b) Hardly conveys negative meaning; nearly conveys extensive possibility. In the given sentence, me stands for my
car.

2.

3.

4.

He was wounded in a car accident.

a)

He was injured in a car accident.

b)

Wound is commonly used for minor cuts on the skin. Injury is used in context of accidents.

He bought a Swedish designer blue big sofa.

a)

He bought a big blue Swedish designer sofa.

b)

The adjective should follow the sequence size, color, origin.

I like to invite you to my birthday party.

a)

Id like to invite you to my birthday party.

b) Would is used for formal requests, and sounds more polite.

5.

The cricket ball pierced the window.

a)

The cricket ball smashed the window.

b)

Pierce means to puncture. Smashed means to break something violently.

Task 5: Register and Appropriacy

Look at the conversation between friends. Rewrite it as though it were 2 people who dont know each other.
Farhana: Hey Samia.
Samia:

What?

Farhana: Turn that TV down, would you? Im trying to work.

Samia:

Ok, ok, how was I supposed to know?

Farhana: Thanks.
Samia:

Any time.

A: Farhana: Excuse me?

B: Samia: Yes please?
A: Farhana: Could you turn that TV down please? Im trying to work.
B: Samia: Sorry, I didnt know you were working.
A: Farahana: Thank you.

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B: Samia: Any time.

Task 6: Focus on pronunciation
6.1 Think of a person that you know who does not speak English as their first language. What difficulties does he/she have
with phonology? Try to list three.

He/she will not be able to pronounce the words correctly.

Wont know where to stress on the word in a sentence or the syllables of the words.
Will not be able to use the correct pitch or the tones rising/falling on the words in a sentence.

6.2 List the number of syllables and mark the stressed syllable in the following words:
Example:

photo - 2 syllables

1. photograph - 3 syllables
2. politics - 3 syllables

photographer - 4 syllables
political 4 syllables

photographic - 4 syllables
politician - 4 syllables

6.3 In the following two-line conversation, decide which word in Bs reply is stressed.
Example:

A: Where do you come from?

B: I come from Wellington.

1.

A: Do you come from Wellington?

B: No, I work in Wellington.

2.

A: Which one do you want to buy?

B: I want the green one.

3.

A: Do you want to buy the green one?

B: No, I want to rent it.

4.

A: Im six foot.
B: No, how old are you?

SECTION TWO: TEACHING

Task 1:
You want your group of adult beginner students to be able to ask for (and understand) simple directions to a destination (e.g.
the Post Office). What would you, the teacher, do to help them? Think about the vocabulary and structures the students
would need. How would you teach them the new language? How would you give the students practice in using the
language? Be prepared to elaborate on or clarify your ideas at interview.

Id give them the concept of direction East/West/North/South sides left/right/front/back etc.

Id give them examples:
showing audio visual presentation about direction to the destination.
divide them into groups and tell them to discuss and act it out in front of the class in pairs from each
group as one being a guide and the other as a tourist doing the role play using the words like east, west,
north, south, left, right, front, back etc.

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Task 2:
Read and answer the following questions.
How would you establish and keep rapport with a group of adult learners? Think of at least 4 ways.

By telling them to express their ideas on the concerned topic

By dividing them in small groups and encouraging them to discuss amongst themselves about the topic.
By telling them to share their ideas from each group.
By discussing with them about their ideas and finding out the conclusions.

What are the benefits of having the learners work in pairs or groups in class?

They get to share and receive ideas from others.

They come up with better ideas.
Each person is willing to share ideas with friends.
It helps them build up their confidence to speak and share ideas openly.
Even the passive ones get confidence to share his/her ideas.

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