Assignment 2: Language Related Tasks

Name: Yasmine Alsayed Submission Date: 20/10 Word count: 1186

Assessment criteria. Candidates must be able to: 1st sub 2nd sub

- analyse language correctly for teaching purposes √

- You analyzed the TL in the given examples quite well.

- correctly use terminology relating to form, meaning and phonology when analysing √
language
- Generally good, please see my comments.
- use suitable means for conveying and checking the meaning of target language √
Generally good, please see my comments.

- access reference materials and reference information they have learned about to an √
appropriate source

Good range of reference.

- use written language that is clear, accurate and appropriate to the task √
Generally good.

Yes/No Date 1st marker 2nd marker

PASS Yes 31/10/2022 Islam Ashry

RESUBMISSION
NEEDED
PASS ON
RESUBMISSION

FAIL ON
RESUBMISSION
Overall Comment:

Thank you for the efforts exerted in doing this assignment and submitting it on time, Yasmine. Well
done for using a good range of references and using correct terminology to describe meaning,
pronunciation and form. You managed to analyse the language to a good degree. Although there are
still a few slips, your assignment is strong enough to be awarded pass. Keep up the good work!

CELTA Assignment 2 – Language Related Tasks Page 2

750 - 1,000 words

He’s lost his passport.

(Pre-Intermediate)
Present perfect simple: Commented [IAMMA1]: Good, please try to link this to
a) Analyse the meaning the given example and state the source:
The present perfect is used to talk about the present result of an action completed The present perfect simple (has lost) represents “things that
at an unspecified time in the past. have happened in an unfinished period of time that includes
b) Describe how you “Alan was travelling to Paris to see his Family. When he arrived at the airport, he the present” (Workman, 2005 OHT 13).
would convey the couldn’t find his passport.”
meaning

1. Did Alen lose his passport? Yes.

2. Did he lose the passport in the past or in the present? In the past.
3. Do we know specifically the time Alen lost his passport? No.
4. Is this problem still with him in the present? Yes. Commented [IAMMA2]: Well done, indeed!
c) Check students’ 5. Can Alan travel now? No.
understanding of the
meaning of the
underlined target
language
???????

past Now

P: Students might confuse the use of past simple with present perfect simple since
the action happened in the past in both two tenses.
d) Anticipate a problem or
problems that learners S: Use the timeline and CCQs to highlight the meaning.
might have with the P: Students might confuse the meaning of the contracted (has) with the contracted
meaning and suggest (is). Commented [IAMMA3]: Is it related to the meaning?
solutions. S: Use CCQs to highlight that (‘s) in this context stands for (has) Commented [IAMMA4]: Unclear, we use timeline and
What does (‘s) stands for? It stands for (has). CCQs to clarify the meaning as it has an effect on the
present, which he won’t be able to travel.
Present perfect simple:
e) Highlight the form of
the underlined target
He ‘s lost his passport.
language subject has v (P.P) Commented [IAMMA5]: Subject pronoun? Please be
accurate:
P: Students use (be) as an auxiliary with some verbs, creating an apparent passive, Present perfect simple
f) Anticipate a problem or He’s lost his passport.
problems that learners e.g. He is lost his passport. Subject pronoun + (have/has) + past participle + object
might have with the form P: Students might confuse using have with singular subject. Commented [IAMMA6]: Unlikely? ss might confuse the
and propose solutions. S: Highlight the correlation between the singular subject (he) and verb (has), using contraction form (He has) for (He is) since both have the
different colour codes on the board. same form (he's).

g) Identify and highlight

key phonological features
He’s lost his passport. Commented [IAMMA7]: Well done!
of the entire sentence.
/ hiːz lɒst ɪz ˈpɑːspɔːt. /

CELTA Assignment 2 – Language Related Tasks Page 3

 h) Anticipate a problem or
P: Contracted forms of (has and have) create phonic problem. Students might
problems that learners mispronounce (He’s) as /hɪz/ or /hi hæz /instead of / hiːz /.
might have with phonology
and propose solutions. S: a) Model and drill chorally and individually.
b) Use finger-coding to highlight the part (He’s) that needs repair. Commented [IAMMA8]: Well-stated, well done!

If I won the lottery, I’d buy a

Ferrari. (Intermediate)
The first (if) conditional: Commented [IAMMA9]: Inaccurate!
a) Analyse the meaning
(as if you were writing We use the second conditional to talk about the situation we see as improbable
notes for a colleague or or unreal. it is called the “Improbable Conditional”. It can be used to talk about a
yourself). variety of hypothetical situations.
Show students a picture of a seated man with a thought bubble over his head
which include a picture of money and Ferrari. Ask students What is he thinking
of? What would he buy if he won a lottery?
Teacher could give a first half (If I won a lottery…..) and get students to suggest
endings. Ask students to think of three things they really want to buy if they won
a lottery. Commented [IAMMA10]: Very clear and relevant..

b) Describe how you would

convey the meaning in
order to elicit the target
language from students

1. Are we talking about the past, present, or future? Future or present.

c) Check students’ 2. Did I win a lottery? No.
understanding of the
3. Is it possible to win a lottery? Yes.
meaning of the
underlined target 4. Did I buy a Ferrari? No.
language 5. Is this a real or imagined situation? Imagined or unreal.

d) Anticipate a problem or
problems that learners P: Students possibly suppose that the sentence is about something that happened
might have with the in the past because the verb in the if-clause is in past simple form.
meaning and suggest S: Use CCQs to highlight the meaning.
solutions.
e) Highlight the form of If I won the lottery, I’d buy a Ferrari.
the underlined target Commented [IAMMA11]: Subject pronoun/ bare
language
If+ subject+ verb (past simple), subject+ would+ v(inf) infinitive.

CELTA Assignment 2 – Language Related Tasks Page 4

 P: Students might make these mistakes:
f) Anticipate a problem or • use ‘would’ in the if-clause.
problems that learners
• use a past simple verb form after (would).
might have with the form
and propose solutions. • forget the comma after the if-clause or misplace it after the main clause.
S: Highlight form on board using different colour codes.

/ɪf aɪ wʌn ðə ˈlɒtəri, aɪd baɪ ə fɛˈrɑːri. /

g) Identify and highlight
key phonological features
of the entire sentence.
If I won the lottery, I’d buy a Ferrari.
h) Anticipate a problem or P: Contracted forms of (would) create phonic problem. Commented [IAMMA12]: What do you mean? Do you
S: Use the finger-coding while drilling to highlight the contracted (would). mean:
problems that learners
P: Ss may use will in the main clause instead of would ? Or
might have with phonology P: Wrong intonation or stress. avoid using the contracted form?
and propose solutions. S: Model and drill chorally and individually and use clapping technique to
highlight stressed words on the sentences.

They had the roof

repaired.
(Upper Intermediate)
The term causative refers to structures where you cause something
a) Analyse the meaning be done. In this sentence They had the roof repaired, people (made a request)
(as if you were writing
that caused the action to happen (repairing the roof).
notes for a colleague or
yourself). We use the causative in English to say that we have arranged for someone to do
something for us.

b) Describe how you would

convey the meaning
1) Show students a picture of a ramshackle house to introduce Pablo’s house.
2) Pablo’s family wanted to do some home repairs. Pablo works full time and
has no time to work on the house himself, so Pablo’s family asked workers to
repair the roof.
3) Show a new picture of the same house, fully restored. Ask students What are
the changes happened in Pablo’s house? Commented [IAMMA13]: Well done!

1. Had Pablo’s roof repaired? (Yes)

c) Check students’ 2. Did Pablo’s family repair the roof themselves? (No)
understanding of the
3. Who repaired the roof? (The workers)
meaning of the
underlined target 4. Did Pablo’s family ask the workers to repair the roof? (Yes)
language. 5. Why? (Because they couldn’t do it.)

CELTA Assignment 2 – Language Related Tasks Page 5

 d) Anticipate a problem P: students confused between causative and past perfect or present perfect.
or problems that learners P: students confused the doer of the action. They may think of the causative form
might have with the as a passive form since the doer of the verb is absent
meaning and suggest
solutions.
S: Use CCQs to highlight the meaning.
They had the roof repaired.
e) Highlight the form of
the underlined target Subject Had Object past participle
language They Had the roof repaired

P: Confuse the sentence order. Commented [IAMMA14]: Please add detail:

P: Students may use the constructed (had). In this structure, had cannot be The ss usually have problems in the order of the words in
f) Anticipate a problem or causative form, typically combining the auxiliary “have”
problems that learners contracted to ’d with the past participle.
might have with the form S: ask students while eliciting the form CCQs When introducing the form, you can focus on the form of
and propose solutions. • Do we write had in a full form or in a constructed form? (In a full form) the Causative highlighting that the past participle comes
after the object not after “have
• Can we use the constructed form ‘d in the causative structure? (No)

g) Identify and highlight

key phonological features They had the roof repaired.
of the entire sentence.
/ðeɪ həd ðə ruːf rɪˈpeəd/ Commented [IAMMA15]: Inaccurate! Please write the
example and show the word stress as follow using the
shaded circles:
h) Anticipate a problem or
P: Students may use the weak form of (had).
problems that learners S: Model and drill chorally and individually. They had their roof painted.
might have with phonology Ask students what do hear | ˈðeɪ hæd ðeə ˈru:f ˈpeɪntɪd |
strong form /hæd/ not weak form /həd/ ,
and propose solutions.
Commented [IAMMA16]: Which means they might not
stress had, right?
Commented [IAMMA17]: Proofread!
a theatre
(Elementary)
A building, room, or outside structure with rows of seats, each row usually
a) Analyse the meaning higher than the one in front, from which people can watch a performance or
other activity
show students a picture of a theatre and ask them what can you see?

b) Describe how you would

convey the meaning.

c) Check students’ 1. Do we go to there to watch movies? (No)

understanding of the 2. Do we go to a theatre to attend Masrah Misr? (Yes)
meaning of the word or
phrase.

CELTA Assignment 2 – Language Related Tasks Page 6

d) Anticipate a problem
or problems that P: Students might confuse the meaning of cinema with theatre.
learners might have with S: Show students a photo for cinema and theatre to contrast. Ask student to
the meaning and examples of plays and movies.
propose solutions.
e) Highlight the form you Noun;it is a countable Commented [IAMMA18]: Please add the indefinite
would need to address a+ noun(theatre) article. A theatre
in order to help the Any important collocations?
students use it correctly go to a theatre. Some collocations: a theatre ticket/ a theatregoer/
in a sentence Verb + theatre/theater: go to/visit/enter/…
Theatre/theater + noun: seat/ticket/design/…
f) Anticipate a problem P: The omission of the articles. Preposition: at a/the theatre/in a/the theatre.
or problems that S: Write the word on the board in a meaningful sentence, then use different
learners might have with colour code to highlight the indefinite article a .
the form and propose P: Students might misspell the word and place the (e) before the(r)
solutions. S: Write the word on the board. Ask students Do we write (e) before (r)? No.
g) Identify and highlight
key phonological a theatre
features /ˈθɪə.tər/
h) Anticipate a problem P: Students might mispronounce the phoneme/θ/ with /ð/.
or problems that
learners might have with P: Egyptian students might mispronounce the phoneme/θ/ with /s/.
phonology and S: Model and drill chorally and individually.
propose solutions.

The runners were

exhausted.
(Intermediate)
Extremely tired Commented [IAMMA19]: , without enough energy?
i) Analyse the meaning
(say what it means).

• Show students a photo of exhausted runners.

• Mime the word.
• Provide students with synonymous adjective very tired.

j) Describe how you would

convey the meaning

1. Do they have energy to do something? (No)

k) Check students’
2. Do they need rest? (Yes)
understanding of the
3. Are they little tired or very tired? (Very tired)
CELTA Assignment 2 – Language Related Tasks Page 7
 meaning of the word or
phrase.

l) Anticipate a problem P: Students might confuse the meaning of exhausted with sick or ill.
or problems that S: Use CCQs to highlight the meaning.
learners might have with P: Students might confuse the use of the two adjectives exhausting and
the meaning and exhausted. Commented [IAMMA20]: Agree!
propose solutions. S: Use both words in two contexts to contrast.
m) Highlight the form you • exhausted (adjective) Commented [IAMMA21]: Gradable/Non-gradable?
would need to address • exhausted+ from Extreme adjectives?
in order to help the
• Adverbs frequently used with exhausted:
students use it correctly
in a sentence very: absolutely, completely, thoroughly, totally, utterly

n) Anticipate a problem P: Students might confuse the form of the verb exhaust with the adjective
or problems that exhausted. Commented [IAMMA22]: Unclear?
learners might have with S: write up the two forms in meaningful sentences to contrast. P: Ss might use it to describe things or objects.
the form and propose P: They may use very before it.
solutions. Exhausted race
S: State that exhausted is to describe people and exhausting
is to describe things and form sentences using both.
o) Identify and highlight (Collins)
key phonological exhausted
features (e.g., word /ɪɡˈzɔːstɪd/
stress, problematic
sounds).

p) Anticipate a problem P: Pronouncing the phoneme /h/.

or problems that S: Model and drill chorally and individually and use a different colour code to
learners might have with highlight the silent sound.
phonology and P: Mispronouncing the /ɪd/ with /t/ or /d/.
propose solutions. S: Model and drill then use symbols to highlight /ɪd/.

CELTA Assignment 2 – Language Related Tasks Page 8

References:
• Concept questions and time lines" by Workman, G.(Gem Publishing, 2008)
• “How English Works” by Michael Swan and Catherine Walter (OUP, 1997)
• “Grammar for English Language Teachers” by Martin Parrott (CUP, 2000)
• “How to Teach English” by Jeremy Harmer.
• “Teaching Tenses” by Rosemary Aitken
• “Uncovering Gramma”r by Scott Thornbury.
• “How to Teach Vocabulay” by Scott Thornbury. (2002)
• “Teaching English Grammar” by Jim Scrivener

CELTA Assignment 2 – Language Related Tasks Page 9