University of Cambridge CELTA

Language Related Tasks 750 - 1000 words

Signature to confirm own work:

Name: Nelson Molano
q I declare that this assignment represents my own work.
Submission date: 17/6/19 q I have read and understood the plagiarism policy
provided on the course Padlet.
Word count: q I have not copied from the work of other students
q I have not allowed or enabled others to copy from me.

Assessment Criteria
You have (ü) / have not (X):
1. analysed language correctly for teaching purposes o
2. correctly used terminology relating to form, meaning and phonology when analysing language o
3. accessed reference materials and reference information you have learned about language to an appropriate
source o
4. used written language that is clear, accurate and appropriate to the task o

Please resubmit – only these items

Tutor’s comments and on a separate sheet attached to this
original assignment.

Pre-teach vocabulary

Lexis

Grammar

Functional Language

Accuracy of English and written

style

Overall comments:

Comments on resubmission

Assessment
Grade Date First marker Second marker
Pass 1st submission
Resubmission
Pass on resubmission
Fail
Instructions

In this assignment you will develop students’ language awareness. You do NOT need to include any text
about micro-staging, e.g. instructions, monitoring, pair checks, etc. You just need to complete the relevant
language analysis sheets; one for grammar, three for lexis and functional language. Please see the text below
and follow the instructions.

1. Complete an LA sheet for Lexis and Functional Language for the two lexical items highlighted in yellow in
the text. One (sold out) is to be pre-taught and therefore you should create an appropriate context from
which to elicit the word. The other item (huge fan) would be clarified after the audio and therefore you
should use the context provided when clarifying it.

2. Complete one LA sheet for Grammar for the structure highlighted in blue in the text. Use the context
provided.

3. Complete one LA sheet for Lexis and Functional Language for the two exponents highlighted in green in
the text. Note: the three structures all have the same function. Use the context provided.

For each you need to focus on:

• meaning (including meaning clarification strategies, e.g. concept checking questions, realia, mime,
eliciting examples, synonyms or antonyms, etc.)
• phonology
• form
• appropriacy, if appropriate/relevant
• anticipated problems and suggested solutions for MPFA

Use the example LA sheets we’ve given you this week to help you with this assignment

Useful reading: Martin Parrott, “Grammar for English language teachers”, CUP, 2000
Michael Swann, “Practical English Usage”, OUP, 1980
Raymond Murphy, “Essential Grammar in Use”, CUP, 1985
Rosemary Aitken, “Teaching Tenses”, 2005
Graham Workman, “Concept Questions and Timelines”, Gem Publishing, 2008

Common pitfalls
• not creating a context with which to convey (and check) the meaning of advice/information
• not exploiting the context when conveying the meaning of all other items
• not including CCQs to check meaning – remember, these should come out of your context, i.e. the
one you created for the pre-teach item and the text for all others
• not including timelines (if/where appropriate)
• not analysing the form in sufficient depth
• not analysing the pronunciation in sufficient depth, eg: word/sentence stress, features of connected
speech (such as linking and weak forms) and problem sounds
• not using IPA
• not including valid anticipated problems and solutions for MFP
• not sourcing reference material

Deadline: Monday Week 3 (8 am)

Use the following check list to ensure you have included everything in this assignment. Please submit
this with your assignment.

Check that you have:

q analysed four items in total – two lexis, one grammar and one function (but two exponents of this
one function)
q used the language analysis templates attached to this assignment
q created a context to convey and check the meaning of sold out
q exploited the context when conveying and checking the meaning of the other three items
q included CCQs for all four items
q included timelines if/where appropriate
q analysed the pronunciation of each item in sufficient depth, including phonemic symbols where
necessary/appropriate
q analysed the form of each item in sufficient depth – think carefully about how much Ss need to know
about this word/phrase/structure to be able to use it accurately and fluently
q analysed any issues with appropriacy, if relevant to the language point, i.e. functional language
q anticipated problems with the meaning, pronunciation, form (and appropriacy) of each item
q suggested practical solutions to these problems
q referenced any source/materials you used when doing this assignment
Below is a typical transcript you might use with an Intermediate group of students. Before
listening to it, you want to pre-teach sold out.

L = Leo, N = Noel

L: Hey Noel, can you remind me later? I must try and book some tickets for a gig next week.
N: Yeah, of course. Who are you thinking of seeing?
L: Oh, it’s a German group called The Brain Police. I don’t know if you know them?
N: Yeah, of course I do! They’re great. I’ve been into them for ages. I’ve already got tickets for the
gig next week.
L: Oh really? How much did you pay for them?
N: Twenty each, but I’m pretty sure they’re sold out now.
L: What? But they’ve only been on sale for a day.
N: Yeah, but you know what it’s like, Leo. Things sell out so quickly.
L: Oh no! I was going to take my girlfriend as a birthday present. She’s a huge fan. I don’t suppose
you want to sell yours, do you?
N: No chance! Nice try though. Why don’t you look online? You must be able to get tickets
somewhere. Try looking on the auction sites – like eBay or something.
L: Yeah, but things cost a fortune on there.
N: And if you really can’t find anything on the Internet, then I suppose you could go down to the
venue next week. There are sometimes people outside selling spare tickets they’ve bought.

Adapted from, Outcomes Intermediate Students’ Book, Huw Dellar and Andrew Walkey © Heinle, 2010, pg. 46
Language Analysis (LA) – lexis and functional language

Target Language The tickets to the concert were sold out, so we couldn´t go to the
(write your example sentences concert.
here, with the lexical
item/functional language My sister is a huge fan of the Brain Police.
underlined)
Having all tickets or accommodations completely sold, especially
ahead of time.
Analysis of meaning/
function (definition) Someone who likes watching or listening to something such as a
sport, films, or music very much, or who admires a famous or
important person very much.
Meaning for sold out will be conveyed through a visual of a grocery store
showing signs of “sold out” with empty aisles.
Conveying meaning
(e.g. visual, anecdote, text,
synonym/antonym…)
Meaning for huge fan will be conveyed with a visual of a soccer stadium
that is full and shows that fans are excited. I would ask them what are
they a huge fan of?
Does Noel have tickets to the concert already? (yes)
Does Leo have tickets to the concert already? (no)
Why doesn´t Leo have tickets for the concert? (because they are sold
out)
Are the items still available in the store? (no)
Did all the customers buy the items in the picture? (yes)
What does it mean when items are no longer available? (they are sold
out)
Checking meaning
(CCQs, visuals etc…) Do you like to watch Colombian soccer games? (yes)
Do you like to go watch soccer games at the stadium? (yes)
So, you are a huge fan of the Colombian Soccer team? (yes)
Are you a huge fan of Millonarios or Santa Fe? ( Millonarios or Santa Fe)
Are Leo and Noel huge fans? (yes)

P: students may confuse in and out in sold out.

S: show pictures of a sign in a grocery store indicating that an item is sold
Anticipated problems and out and showing that the counter is empty.
solutions (what difficulties
might Ss have with the
meaning?)
P: students may get confused with the noun fan.
S: reinforce with visuals of a soccer game showing fans in the audience
and indicate that those are soccer fans.

Analysis of pronunciation The tickets to the concert were sold out, so we couldn´t go to the
/

(stress, phonemic transcript concert. \ ˈsōld-ˈau̇t \ /ˈkʊd(ə)nt/

and any other relevant
phonological features)
My sister is a huge fan of the Brain Police.

/hjuːdʒ/

P: Ss may place the stress on different words in the sentence?

S: Clarify that the stress can shift depending on what you want to
emphasize, but the standard stress is as recorded on the board.
P: Ss may struggle with the connected speech of ´sold out´
Anticipated problems and S: model and drill as necessary and encourage Ss to ‘notice’ the
solutions difference between what we say and how we write it, by modelling and
(what difficulties might Ss have
with the pron?)
pronouncing.
P: students may use flat intonation when stating sentences.
S: highlight to Ss how much meaning is conveyed through our intonation
and model and drill using big gestures to indicate the rise and fall.

Analysis of form (part of Sold out (adj) verb+preposition

speech, dependent Huge(adj)+ fan(noun)
preposition/verb, spelling)
P: students may confuse the adverb out for in
S: refer students back to visual of sign in grocery store and reinforce that
Anticipated problems and it is a term used for sales in business.
solutions (what difficulties P: students may confuse the context of huge fan
might Ss have with the form?) S: demonstrate with visuals the difference between a fan as the one that
you have at home and a fan as the one in the stadium at the soccer
game.

Analysis of appropriacy –
where appropriate, i.e.
N/A
functional language
(level of formality)
Anticipated problems
and solutions N/A
(what difficulties might Ss have
with appropriacy?)

Reference material used when analysing this language, e.g. dictionary, online source:

Practical English Usage Third Edition, Michael Swan. Oxford,2005

Language Analysis (LA) – grammar

Target Language + I must buy my tickets today.

(write your example - I mustn´t buy my tickets today.
sentences here, including + We must go to the concert this week.
+/-/? where applicable) - We mustn´t go to the concert this week.
pronoun+modal verb+verb
pronoun+contraction+verb
Name of structure pronoun+modal verb+verb
pronoun+contraction+verb

Used before the infinitives of other verbs, and add certain kinds of meaning
Analysis of meaning
connected with certainty, or with obligation and freedom to act.
Conveying meaning Meaning will be conveyed through text using a contrast between things that
(e.g. visual, anecdote,
text…)
are a need or a must and things that we must and mustn´t do.
• Do we need to pay for our water bill? (yes)
• So, we must pay our water bill.
• Do we need to go to every concert in Bogota? (no)
Checking meaning • We mustn´t go to every concert in Bogota.
(e.g. timelines, CCQs…) • Do we need to go to work every day? (yes)
• So, we must go to work every day.
• Do we need to drink beer every day? (no)
• We mustn´t drink beer every day. (yes)
P: Ss may confuse the difference between the meaning of the verb need and
Anticipated problems the modal verb must.
and solutions (what S: Reinforce Ss with examples of things that are very important or essential
difficulties might Ss have like water (needs) showing the contrast with things that we have freedom to
with the meaning?) act over, be obliged to; should (expressing necessity).

I must buy my tickets today.

/mʌst/

I mustn´t buy my tickets today.

/ˈmʌs(ə)nt/

Analysis of We must go to the concert this week.

pronunciation /mʌst/
(what are the key
phonological features and
how will you show these?) We mustn´t go to the concert this week.
/ˈmʌs(ə)nt/
Anticipated problems P: Ss may pronounce “moost” instead of must.
and solutions S: I will drill students with correct pronunciation.
(what difficulties might Ss P: Ss may have difficulty silencing the first “t” in mustn´t.
have with the pron?) S: I will practice with drilling correct pronunciation.

+ I must buy my tickets today.

pronoun+modal verb+verb+determiner+noun+adverb

- I mustn´t buy my tickets today.

Analysis of form (how Pronoun+contraction+verb+determiner+noun+adverb
will you record this for Ss
on the WB or on a + We must go to the concert this week.
handout?) pronoun+modal verb+verb+preposition+preposition+noun+determiner+noun

- We mustn´t go to the concert this week.

pronoun+contraction+verb+preposition+preposition+noun+determiner+noun

P. Ss may confuse the order of the verb that goes after must or mustn´t with
Anticipated problems a preposition or determiner.
and solutions S. I will keep the written form on the whiteboard for Ss to refer to during the
(what difficulties might Ss
have with the form?)
controlled practice. While they are doing the activity, I will monitor carefully,
refer Ss to the model on the whiteboard and encourage them to self-correct.

Grammar reference or source used when researching this language point:

Practical English Usage Third Edition, Michael Swan. Oxford,2005

Language Analysis (LA) – lexis and functional language

Target Language
(write your example sentences Why don’t you look online for tickets?
here, with the lexical
item/functional language Try looking for tickets online.
underlined)
Suggestion
Analysis of meaning/
function (definition) To make an attempt or effort to do something.

Meaning will be conveyed from a dialogue between two teachers and

Conveying meaning followed up by CCQ´s.
(e.g. visual, anecdote, text,
synonym/antonym…) Meaning will be conveyed with visuals showing strongmen making an
effort to lift up heavy objects that they can’t and followed up with CCQ´s.
• Did he make him buy tickets online? (no)
• Did he suggest that he buy tickets online? (yes)
Checking meaning
(CCQs, visuals etc…)
• How do we know he suggested he buy tickets online? Because he
said “why don’t you”
• Is he lifting the heavy object? (no)
• Will he be able to lift the heavy object? (we don’t know)
• Is he trying to lift the heavy object? (yes)

P. Ss may have difficulty understanding the difference between a

suggestion and an order.
S. refer them back to the context and CCQ´s.
Anticipated problems and P. Ss may confuse try with do.
solutions (what difficulties S. refer back to the visuals and CCQ´s to show the difference between
might Ss have with the
meaning?)
someone who did something and someone who is trying to do
something. Explain it to them.

Why don’t you look online for tickets?

Analysis of pronunciation /wʌɪ/dəʊnt/juː/
(stress, phonemic transcript
and any other relevant
phonological features) Try looking for tickets online.
/trʌɪ/
P. Ss may struggle with the connected speech of ‘don´t you’.
S. model and drill as necessary and encourage Ss to ‘notice’ the
Anticipated problems and difference between what we say and how we write it through modeling
solutions and phonemic symbols.
(what difficulties might Ss have
with the pron?)
P. Ss may deliver the suggestion with very flat intonation.
S. highlight to Ss how much meaning is conveyed through our intonation
and model and drill using big gestures to indicate the rise and fall.

Why don’t you

Analysis of form (part of Adverb+contraction+pronoun
speech, dependent
preposition/verb, spelling) Try
Verb
Anticipated problems and P. Ss may separate the contraction saying “do not”
solutions (what difficulties S. refer Ss back to the written record of form on the WB
might Ss have with the form?)

Analysis of appropriacy – I think you should formal

where appropriate, i.e. I believe
functional language Why don’t you informal
(level of formality)
P: Ss may be overly direct when the situation requires a more polite
Anticipated problems suggestion, and as a result, come across as being authoritative.
and solutions S: remind them of the difference in formality and say that when making a
(what difficulties might Ss have
with appropriacy?)
suggestion, you should try to be polite.

Reference material used when analysing this language, e.g. dictionary, online source:
Practical English Usage Third Edition, Michael Swan. Oxford,2005