CELTA Written Assignment 2

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1 Cambridge CELTA
Assignment 2
 Written Assignment 2

Language analysis

The aim of this assignment is to show that you can analyze

language items effectively for teaching purposes. Please complete
all the tasks using clear and simple language (the language you
would use to clarify the items in the classroom).

CELTA Assessment criteria:

Successful candidates can show evidence of:

- analysing language correctly for teaching purposes

- correctly using terminology relating to form, meaning and phonology
when analysing language
- accessing reference materials and referencing information to an
appropriate source
- using written language that is clear, accurate and appropriate to the
task

(You can work through this assignment using How To Teach English by
Harmer and Practical English Usage by Swan as references.) Please
complete the box at the end of the assignment to show evidence of
background reading.

Length: 750-1000 words

Task 1
When we introduce new language to students we have to show how it is
used, how it is formed, how to pronounce it, and what it means.
The meaning can sometimes be explained by a clear visual or object.

How would you show the meaning of:

shirt ____________________ many ____________________
sleep ___________________ heavy ____________________
I love ice-cream ____________________

Task 2
Think about the structure There’s no point in V –ing..
Is it possible to think of any visuals to show the meaning to students who
have never met this structure before?
An easier way is to think of a situation where the language might be used.
This is what is meant by context.
First, think of a context where a native speaker might use the language.
For example, Bob and Mary are going out for the evening to a restaurant
in Bangkok. It’s a cool evening, the restaurant is 15 minutes on foot. If
they went by bus it would take at least 20 minutes because of the traffic

2 Cambridge CELTA
Assignment 2
jams. Bob suggests taking a bus, but Mary thinks this isn’t a good idea.
She says:………
There’s no point in taking a bus. (We call this a marker sentence.)
After establishing the context (usually called building up a situation) and
eliciting the marker sentence, the meaning should be clear to the
students.

Think of a different context and another marker sentence that could

also be used to make the meaning of the above structure clear.
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Task 3
Look at the following utterances; each contains a target structure.
 What context could you use to get across the meaning and elicit the
sentence from the students?
 Describe the function or concept (meaning) in each case and write
concept check questions (ccq’s) to check the concept. Where required,
also draw and label timelines to help clarify meaning.
 Make a note of the phonological features (pronunciation) of the
utterance that you would highlight if you were presenting this to the
students (you should include a phonemic transcription of potentially
problematic areas).
 Highlight its form as you would in the written record for students. You
only need to highlight the form of the target structure, not every single
word in the sentence.

NB: Remember to analyze these language items for teaching purposes.

Grade your language to the right level for each item and keep contexts as
clear and simple as possible.

3.1 Level: Elementary

Can you pass me the sugar, please?

Context:____________________________________________________
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(M)Function or Concept:_______________________________________

Concept Check Questions (Include answers):

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(P) Phonological features to highlight:

3 Cambridge CELTA
Assignment 2
_________________________________________________________

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(F) Form features to highlight:

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3.2 Level: Elementary

She’s playing tennis on Saturday.

Context:____________________________________________________
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(M)Function or Concept: ______________________________________

Concept Check Questions (Include Answers):

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Timeline:

(P) Phonological features to highlight:

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(F) Form features to highlight:

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3.3 Level: Elementary

You should stay in bed.

Context:____________________________________________________
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(M)Function or Concept:_______________________________________
4 Cambridge CELTA
Assignment 2
Concept Check Questions (Include Answers):
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(P) Phonological features to highlight:

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(F) Form features to highlight:

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3.4 Level: Intermediate

She’s been painting her bedroom.

Context:____________________________________________________
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(M)Function or Concept:________________________________________

Concept Check Questions (Include Answers):

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Timeline:

(P) Phonological features to highlight:

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(F) Form features to highlight:

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5 Cambridge CELTA
Assignment 2
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3.5 Level: Late Intermediate

If only I’d been more romantic with her!

Context:____________________________________________________
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(M)Function or Concept:_______________________________________

Concept Check Questions (Include Answers):

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(P) Phonological features to highlight:

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(F) Form features to highlight:

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Background Reading
Please use this box to show evidence of background reading. Note the part of the
assignment (3.2, 3.3, etc), the book and page references you used. You do not have
to show background reading for every section or sub-section of the assignment, but
should show it for a minimum of two sub-sections and refer to a minimum of two
different sources.

6 Cambridge CELTA
Assignment 2