Celta Language Analysis Assignment

CELTA Language Analysis Written assignment 2 N. B. Please write legibly in black ink or type. Content carries the most weight, but you are also marked on clarity, accuracy (e. g. grammar, spelling, punctuation) and presentation (see CELTA criteria). Please read the shaded boxes to see the marking criteria. If your assignment does not meet the specified criteria, you will be asked to resubmit it. If the second submission is not satisfactory you will be awarded a fail grade. More than one fail grade will mean that you cannot pass the written component of the course and it is essential to pass this in order to pass the CELTA course itself.

Except in extreme cases (illness etc), the deadlines given below must be observed. ASSIGNMENT 2 Language related tasks 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 learnt about language to an appropriate source d) using written language that is clear, accurate and appropriate to the task The task: You are going to analyse three language items; a grammatical structure, a functional exponent & some lexical items.

Complete the boxes below. |Grammatical structure: I’m getting used to it. | |1 . Say at which level it is usually taught. | |Intermediate/Upper Intermediate | | | |2. Provide examples of how it is used in spoken & written English. | |If you moved to Spain, you would need to get used to the heat.

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| |You need to get used to living on your own. | | | | | |3.

Explain the meaning of the item – refer to a context if it helps. | |‘Get used to’ is used when you want to express that something is not normal for someone and they would need to become accustomed | |to it. For example, the sentence above ‘you need to get used to the heat’ means that the person they are talking to is not | |accustomed to hot weather and as they will be living in Spain, that would have to become a normal situation for them. | |4. Provide concept questions to check the meaning. |If I say, ‘you need to get used to the cold weather in England. Is cold weather something I am accustomed to? No | | | |If I say, ‘you need to get used to living on your own. ’ Do you feel comfortable living on your own? No. Is it a new experience | |for you? yes | | | |5. Describe how it is formed – the grammar. | | |Get +used to + gerund/noun | |I need to get used to jogging on Sundays | |I need to get used to the weather | | | | | | | | | |6. Highlight key pronunciation features such as word or sentence stress, weak forms, intonation – we clearly haven’t covered all | |of these yet on the course – have a go – check out the dictionary. | | | |used to  ? ju? st t? [yoozd or, yoost] | |7.

Explain briefly how you would teach it in a meaningful context. | |I would go through the grammar on the board then I would go through examples. I would then go through some concept questions to | |check they have understood the meaning. Finally I would ask them to come up with their own examples and go through them in the | |class. | | | | | |8. Discuss the kind of problems you anticipate that the item could cause with regard to form, meaning & phonology for learners of| |English and suggest some solutions to these problems. | | | | |problem | |Action | | | |meaning: | | | | | |They may confuse it with ‘used to’ as in past habit or situation or ‘be used to’. | |I would go through them and explain the differences. | | |form: | | | | | |They may use the infinitive instead of the gerund. | |Elicit the correct form of the sentence then, I would get them to come up with other sentences using the gerund in every | |sentence. | | | |phonology: | | | | | |Possibly they would have trouble pronouncing ‘used’ | |Elicit the sound and drill. | | | | |9. Reference books used. | | | |www. dictionary. com | |www. longmansdictionary. com | | | Lexical items: trip, travel, journey, voyage | |1 . Say at which level they are usually taught. | | | |Pre-Intermediate | |2. Provide examples of how each item is used in spoken & written English. | |trip: | |• my first trip to the States. | |• a business trip. | |• Was it a good trip? | | | |travel: | |• Air travel is becoming cheaper. | |• Her work involves a lot of travelling! You do not say ‘a travel’. | | |journey: | |my journey to work takes 15 minutes. | |• a long and difficult journey (NOT travel) through the mountains. | |• I read during the train journey to work. | |• Did you have a good journey? | | | |voyage: | |• a voyage across the ocean. | |These are the voyages of The Star ship Enterprise. | | | |3. Explain the meaning of each item. | |trip: | |A trip is when you go on a short journey, or a journey you do not usually make, and come back again.

Use this when the emphasis | |is on where you are going or why you are going there | | | |travel: | |Travel (uncountable noun) and travelling are used to mean the general activity of moving from place to place | | | |journey: | |Use journey to talk about travelling a long distance or travelling regularly, when the emphasis is on the travelling itself | | | | | |voyage: | |Voyage is used for a long journey in a ship or spacecraft. | | | |4. Provide concept questions to check the meaning of each word. | |trip: | |‘I’m going on a trip to Paris’ for a long time or short time? ’ Short time | | | |travel: | |‘I’m going travelling through South America’ is there one destination or more? Will she go from ‘A’ to ‘B’ or from ‘A’ to ‘B’ to | |C etc…? | | | | |journey: ‘It’s going to be a long journey’ what is going to take long? The time it takes to get to from ‘A’ to ‘B’ or the | |amount of time I spend at my destination? | | | | | |voyage: | |The voyage from England to India used to take six months.

Are they travelling by plane or by boat? | |5. What part of speech are they? | | |Trip: noun | | | |Travel: verb/noun/adjective | |Verb: Tom travels a lot in his job | |Noun: Travel nowadays is faster and more expensive than before | |Adjective: There is a travel agency beside the bank | | | |Journey: noun(countable)/verb | |Noun: he went on a long journey | |Verb: They left the town and journeyed south. | | |Voyage: noun/verb (hardly used as a verb) | |6. Highlight key pronunciation features such as word stress, weak forms….. – we clearly haven’t covered all of these yet on the | |course – have a go – check out the dictionary. | | | |Trip  (tr? p) [trip] | | | | | |travel: (? tr? v ? ) [trav-uhl] stress on first syllable | | | | | | | |journey: (? d??? n? ) [jur-nee] Stress on first syllable | | | | | |voyage  (? v??? d? ) [voi-ij] stress on first syllable | | | |7. Explain briefly how you would teach them in a meaningful context. |I would write up example questions on the board and go through the differences asking students concept checking questions and | |then follow that with an activity. Possibly a gap fill where they have to choose from the words trip, travel, journey or voyage. | |

This would be followed by a speaking activity, which would involve a discussion using the language taught. | | | | | |8. Discuss the kind of problems you anticipate that the item could cause with regard to form, meaning & phonology for learners of| |English and suggest some solutions to these problems. | | |trip | |problem | |action | | | |meaning: | | | | | |They may confuse with the verb ‘to trip’. | |I would explain that they have completely different meanings. | | |form: | | | | | |Students may think ‘trip’ is a verb and say ‘I? m tripping to Japan’. | |I would explain that it is a noun and the meaning of the word and give examples of when it should be used. | | | |phonology: | | | | | |Some students may roll there r’s. | |I would elicit and drill the pronunciation. | | | | | | | | |travel | |problem | |Action | | | |meaning: | | | | | |Students may be confused as to when ‘travel’ is used as a noun, verb or adjective. | |I would go through all three and give examples. | | |form: | | | | | |Students may think that when you use ‘travel’ as a noun that they can say ‘a travel’ when you cannot. | |Point out this common error, I would show two sentences, one with the error and one without, then I would ask which is correct. | | | |phonology: | | | | | |Some students may pronounce the ‘v’ like a ‘b’. | |Elicit and drill correct pronunciation. | | | | | | | | |journey | |problem | |action | | | |meaning: | | | | |In some languages for example Spanish they may have just one word which means both trip and journey. | |I would explain that there are two separate words which have slightly different meanings and give examples, comparing both | |sentences. | | | |form: | | | | | | | |Students may say I am going in a journey. | |I would explain the correct preposition in this case is ‘on’. | | |phonology: | | | | | |

They might pronounce it how is spelt instead of [jur-nee] (? d??? n? ) | |Some may also pronounce the ’j‘ like a ’y’. | | | |Elicit and drill correct pronunciation. | | | | | | | | | | |voyage | |problem | |action | | | |meaning: | | | | | |Voyage may be confused with journey. | |I would explain the differences and give examples also using concept questions. | | |form: | | | | | |They may say ‘I’m going to voyage for Ibiza’ | |I would explain it should be to Ibiza | | | |phonology: | | | | | |They might pronounce ‘age’ incorrectly | |I would elicit and drill pronunciation. | | | | | | | | | | |9. Reference books used. | |The Practice of English Language Teaching. Jeremy Harmer | |www. dictionary. com | |www. longmansdictionary. com | |Functional exponent: You should stay off the booze. | |1 . Say at which level it is usually taught. |Pre Intermediate | | | |2. Provide examples of how it is used in spoken & written English. | |You should wear a jacket, it’s cold outside | |You should start a band | |You should do your home work | |3. Explain the meaning of the item – refer to a context if it helps. ‘Should’ is used to give advice or if you think something is| |a good idea or the right thing to do. | | | | |4. Provide concept questions to check the meaning. If I say ‘you should wear a jacket, it’s cold outside. ’ Are you obligated to| |do it? No | |Am I giving you advice? Yes | | | | | | | |5. Describe how it is formed – the grammar. |Subject + should/n’t + infinitive | | | |You should eat more fruit | |6. Highlight key pronunciation features such as word or sentence stress, weak forms, intonation – we clearly haven’t covered all | |of these yet on the course – have a go – check out the dictionary. | | | |should  (?? d) [shood] | |7. Explain briefly how you would teach it in a meaningful context. | |I would go through examples.

I would then go through some concept questions to check they have understood the meaning. I would | |then go through some pictures on the board with different situations and ask ‘what should these people do in these situations? ’ | | | | | |8. Discuss the kind of problems you anticipate that the item could cause with regard to form, meaning & phonology for learners of| |English and suggest some solutions to these problems. | | | | |problem | |action | | | |meaning: | | | | | |Students may confuse ‘should’ with ‘have to ‘ and ‘must’ | |Explain the differences and do some concept checking questions. | | |form: | | | | | |They may use the gerund by mistake | |Elicit and drill sentences. | | | |phonology: | | | | | |They may dry and pronounce the ‘l’ | |Elicit sound then drill.

Possibly go through other words that sound the same. | | | | | | | |9. Reference books used. | | | |www. dictionary. com | |www. longmansdictionary. com | | | To be handed in on Thursday 13th September.