IH CELTA

CHIANG MAI

SUBMIT ON MONDAY WEEK 2 (Tue for A B C) with an ASSIGNMENT FEEDBACK SHEET

ATTACHED TO THE FRONT
Include this sheet too with your assignment and tick the checklist boxes on the left to ensure you
have satisfied the assessment criteria

Written Assignment 1: LANGUAGE RELATED TASKS

Name:
Trainee
Checklis
t please tick

Reserved for
the tutor

Assessment criteria
can analyse language correctly for teaching purposes

can correctly use terminology relating to form, meaning and

phonology when analysing language needs

can access reference materials and reference information you have

learned about language to an appropriate source
(Using appropriate reference materials and including a bibliography)

can use written language that is clear, accurate and appropriate to the
task

IH CELTA

CHIANG MAI

CELTA
Assignment 1
Instructions
Complete a language analysis form for each of the words and phrases underlined.
Say how you would build up a context in the classroom to lead to your target language.
Research the language carefully and provide a clear and concise description of its meaning, a
breakdown of its form and highlight its pronunciation issues.
Say how you will check that learners understand the meaning, are aware of the form and how you
will help them with pronunciation issues.
Use your research to anticipate potential problems that learners might have with the language.
Break these down into problems with meaning, form and pronunciation and provide at least one
example of a potential problem with each of the three areas (M,F and P).
Provide effective solutions for the problems you have identified. Include references and/or a brief
bibliography.
a)

Shes playing tennis. (Elementary) Analyse the neg and q form, too - Grammar L.A. sheet

b)

It fits her. (contrasted with) It suits her. (Pre- Intermediate) Functions/Vocab L.A. sheet

c)

Im looking forward to going on holiday. (Intermediate) Analyse the neg and q form, too
Functions/vocab L.A.Sheet

d)

By the end of the year Ill have finished my dissertation. (Upper Intermediate) Grammar
L.A.sheet

Length: 750-1000 words

Assessment criteria
Candidates can demonstrate their learning by:
a)

Analysing language correctly (meaning, use, form and phonology) for teaching purposes

b)

Correctly using terminology relating to form, meaning and phonology

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.

Taken from Syllabus and Assessment Guidelines for Course Tutors and Assessors

IH CELTA

CHIANG MAI

Assignment 1 Checklist
Ensure the language you use to convey and check meaning is graded to the level of the students.
Context
- A clear context that leads to the meaning of the TL
- Built up as you would in the classroom
Meaning
- A clear definition of meaning using simple language
(research)

Checking meaning
- Appropriate CCQs ,with answers
- Timeline/s where necessary
- Suggestions of other tasks / activities to check meaning
Form
- The form of the sentence, broken down appropriately
- The relevant parts of speech named
(research)

Checking form:
- Ways of clarifying the form for the students / providing a
-

written record
Suggestions of other tasks / activities to check form

Pronunciation
- Phonemic script where appropriate
- Word stress considered
- Sentence stress / intonation considered
- Weak forms considered
Anticipated problems
-Based on your research/understanding of the language
- Examples of potential errors in MFP
- Phonemic script where necessary
- Possible solutions
Potential pitfalls:
- Using overly complex language
- Building up an unclear / confusing context
- Not establishing a context that will lead to the target language
- CCQs / Other ways of checking that dont get to or cover the full meaning
- Not including clear timelines where appropriate
- Inaccurate or insufficient breakdown of form / phonology
- Not finding specific anticipated problems, or not identifying the pertinent ones
Ways to shine:
- Build up a clear context with simple comprehension checking questions, exploiting visuals, realia etc where
appropriate
- Show a good understanding of student-centred ways of checking MFP in addition to clear CCQs / timelines etc
- Research the language carefully to anticipate the right problems

IH CELTA

Provide effective solutions (t-centred and student-centred)

CHIANG MAI