CELTA Written Assignment

Language Related Tasks

Assessment Criteria (750 – 1000 words)

Candidates can demonstrate their learning by:
a) analysing language correctly for teaching purposes
b) correctly using terminology relating to form, meaning and phonology when
analysing language
c) accessing reference materials and referencing information they have learned about
language to an appropriate source
d) using written language that is clear, accurate and appropriate to the task
© Cambridge English Language Assessment

Section 1 – Grammar

Please analyse both of the underlined structures from the Leeds Live text about Sven and
his geese, following the instructions below, imagining you have to teach them to a group
of upper-intermediate students.

1. "I'm sure that if they have to go then they will suffer separation anxiety."
2. “Leeds City Council has received complaints about the geese.”

1. Name of the grammatical structure:

Please give the name of this grammatical structure

2. Meaning:

2a What is the meaning/usage of the structure and how you would use this context to
clarify the meaning in class? (Hint: pictures/timelines may be useful in some of these
examples.)

2b Describe any problem that students might have with the meaning or usage of the
structure

2c How you would solve this problem?

2d Provide 3 CCQs (with answers) you will use to check students’ understanding of
meaning/use

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3. Form:

3a Break down the structure to highlight features of form.

3b Describe one problem that students might have with the form of the structure.

3c How you would solve this problem?

4. Pronunciation

4a Which feature of pronunciation you would highlight when teaching this grammar
point. (Hint: Consider features of pronunciation that relate to this grammar structure
more generally, not only in this example). Include a phonemic transcription where
necessary and identify where the stress lies.

4b Describe how you would clarify this/these point(s).

(Suggested word count: 450 – 600 words)

Section 2 – Lexis

Please analyse both of the underlined items of lexis from the Leeds Live text about Sven
and his geese, following the instructions below, imagining you have to teach them to a
group of upper-intermediate students.

1. A lonely Leeds bachelor known for having two pet geese who waddle around his
house wearing nappies has been ordered to get rid of them
2. "I'm sure that if they have to go then they will suffer separation anxiety.”

1. Meaning:

1a. Please describe the meaning of the word or the phrase in the form of a definition
appropriate for this context.

1b Describe any problem that students might have with the meaning of the word.

1c. How you would solve the problem(s) describe in 1b?

1d Provide 3 CCQs (with answers) you will use to check students’ understanding of the
meaning of this word or phrase.

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2. Form:

2a State the type of word or phrase (eg. Adjective/noun phrase/ phrasal verb etc.) and
give its base form including any relevant aspects of form.

2b Describe one or two problems that students may have with the form of this structure
and outline how you would solve them.
2c. How you would solve the problem(s) described in 2b?

3. Pronunciation:

3a. Which feature(s) of pronunciation would you highlight for this structure? Include a
phonemic transcription where necessary and identify where the stress lies.
3b Describe how you would clarify this/these point(s).

(Suggested word count: 300 – 400 words)

Potential Pitfalls

• Not analysing both grammatical items and both lexical items

• Having CCQs that do not check the meaning of the target structure/word and focus
on unrelated elements of the context, checking understanding of other words in
the sentence
• Having CCQs that simply reformulate the target language, or CCQs for grammar
that include the target structure
• Not including phonemic transcriptions of the target language
• Not including a bibliography
• Not proofreading written work for accuracy

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 Important Notes

Plagiarism:
Your assignment must be your own work. It cannot be written by, or copied from,
someone else, whether in whole or in part. If your assignment is plagiarised, whether in
whole or in part, it cannot pass. If you are quoting from, or referring to, your background
reading, please make this clear, following the guidelines below.

Referencing:
When you are quoting from or referring to a source, it must be clear to the reader what
that source is e.g. Harmer says “Teachers are faced with a range of different
motivations” (The Practice of English Language Teaching, 2007, at p.52). The reader
can now easily identify the book you are quoting from. You should also include a
bibliography at the end of your assignment, listing any books or resources that you have
referred to in your assignment, following this format:
• Harmer, J. (2007) The Practice of English Language Teaching (4 th Edition) Longman
• BBC Learn English https://www.teachingenglish.org.uk/article/receptive-skills accessed on
8/2/21

Word count:
The word limit for this assignment is 750-1000 words. Assignments should not be longer
or shorter than this. Tutors will allow a 10% deviation, but if an assignment is longer
than 1100 words, your tutor will only read the first 1100 words and you will receive no
credit for or feedback about any further words you write. Appendices do not count
towards the word count. Please state the number of words clearly on the first page of
your assignment.

Assignment format:
This assignment should not be written in continuous prose and should follow the
example given below.

Bibliography
When completing this assignment, you need to consult a good learner’s dictionary. (There
are many available online and in the teachers’ room.) You should also consult a grammar
book. Here are some suggestions. Older and newer editions are also fine.

• Aitken, R. (2002) Teaching Tenses ELB

• Eastwood, J. (2008) Oxford Practice Grammar (2nd Edition) Oxford
• Murphy, R. (2004) English Grammar in Use (3rd Edition) Cambridge
• Parrott, M. (2008) Grammar for English Language Teachers (2 nd Edition) Cambridge
• Swan, M. (2005) Practical English Usage (3rd Edition) Oxford
• Workman, G. (2008) Concept Questions and Timelines Gem

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SAMPLE ANSWER
Example for Grammar

“The birds are making too much noise.”

1. Name of the grammatical structure

Present Continuous

2. Meaning

2a. The present continuous is used in this case to show a repeated problem, something that
happens frequently and is annoying.

2b. Students may think that the birds are making noise right now, because this is a more
common use of present continuous.

2c. I would remedy this problem by making it clear that this is a different use of present
continuous and by asking the CCQs below.

2d. (1) How often do the birds make noise? Regularly/very often. (2) Are the birds making
noise right now? We don’t know. (3) How do the neighbours feel about the noise? They are
annoyed/angry

3. Form

3a The birds are making noise

Subject + to be (present tense) + verb+ing

3b. Students might leave out the auxiliary and just say ‘the birds making noise’

3c. Highlight the structure on the board and do practice activities that focus on producing
correct sentences using present continuous

4. Pronunciation

4a. The stress is placed on the main verb (making) and not the auxiliary (are). The auxiliary
is often contracted (he’s instead of he is, they’re instead of they are).

4b. I would mark the stressed verb on the board and drill in full sentences so students can
hear and say the natural stress.

Example for Lexis

“…two pet geese who waddle around his house”

1. Meaning

1a. to walk with small steps, often in a clumsy or uneven way

1b. students could confuse waddle with other ways of walking like creep, stagger or stroll

1c. I would clarify the difference by physically demonstrating waddling for the class

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1d. (1) Does an animal with long legs waddle? (No) (2) Which animals might waddle? (a
hippo, a penguin, a duck) (3) Show me how you waddle. (Students demonstrate)

2. Form

2a. waddle is a verb

2b. Students might misspell other forms of waddle, by forgetting to drop the ‘e’ in waddled
(‘waddleed’) and waddling (‘waddleing’).

2c. Highlight the forms of the verb on the board.

3. Pronunciation

3a. /ˈwɒdəl/ - the stress is on the first syllable. Students who speak Germanic or Slavic
languages might pronounce the initial /w/ as /v/.

3b. I would model the pronunciation clearly – showing that my teeth don’t touch my lips for
the /w/ sound and drill.

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Lonely Leeds man must give up nappy-wearing pet geese after neighbours
complain about constant honking

A lonely Leeds bachelor known for having two pet geese who waddle around his house wearing nappies
has been ordered to get rid of them - because they make too much noise.

Sven Kirby, 34, bought the birds for £40 each in June. They've become a source of company during
lockdown but now he faces the heart-breaking prospect of having to say goodbye to them forever.

Leeds City Council has received complaints about the geese - named Beep Beep and Norbert - because
of their constant hooting with the pair regularly seen walking around Leeds.

The duo have even accompanied Sven on trips down the pub but an abatement notice from the council
has warned that the birds are making too much noise.

The notice says Sven must "prevent the recurrence of the nuisance" within 28 days or face a fine of up
to £5,000.

The admin assistant said: "I love my geese, they're brilliant characters and great fun to keep as pets.

"The prospect of losing them is heart-breaking.

"It almost feels as if social services are taking my children away. Norbert and Beep Beep do see me as
their father or mother."

He said: "They make a noise when they see someone pass or hear something, it's like a defence
mechanism.

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"It is a fairly loud honk but it's not something which happens all the time."

Sven added: "What my neighbours and the council fail to realise are that these birds are my pets,
they're not livestock.

"Just because they're geese does not mean they don't have the same standing in my house as a cat or a
dog might in others.

"I'm sure that if they have to go then they will suffer separation anxiety."

While the abatement notice does not order Sven to get rid of the animals, it does order him to stop
causing a "noise nuisance".

Sven said he feels "backed into a corner" because there is nothing else he can do other than get rid of
them if he wishes to avoid a hefty fine.

According to the notice, the issue will need to be resolved by December 8.

Sven said he has spoken to a few people who might be willing to take the geese on but that letting them
go will be "heart-breaking".

© Leeds Live – adapted from an article by Barnaby Kellaway and Alex Grove – photo credit - SWNS

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