Assignement 1 Celta

Topics: Participle, Gerund, Verb Pages: 15 (2514 words) Published: October 3, 2012
Target Language Services- São Paulo - Brasil
Cambridge CELTA

Written Assignment 1: Language related tasks
Length: Between 800 and 1000 words

Name: Didier Cadotte

Date: The 12 of September 2012

Please submit this cover sheet with your assignment
(first draft)

(second draft)


Assignment 1: Language related tasks
If necessary, please resubmit by:
See reverse side for resubmission details.
Assignment criteria
For this assignment, 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 learned about language to an appropriate source. d. Using written language that is clear, accurate and appropriate to the task. Reference: CELTA Syllabus and Assessment Guidelines

What are we looking for?
An assignment that shows an ability to:
a. Clarify the meaning of language
appropriate for level.
b. Clarify the form of language, using
appropriate terminology.
c. Clarify key pronunciation features of
d. Identify potential problems with meaning,
form and pronunciation.
e. Provide a clear and appropriate context to
help convey the meaning.
f. Check the students’ understanding of the
target language appropriately.
g. Use reference books to analyse language
and acknowledge these sources.



Also the assignment …
Is complete, i.e. answers all sections, and
adheres to the word limit.
Uses language which is clear and coherent,
and essentially free of mistakes in spelling,
punctuation and grammar.
Is presented clearly.
Overall Comments:


1 Tutor’s signature:
2 Tutor’s signature:


Target Language Services- São Paulo - Brasil
Cambridge CELTA

Written Assignment 1: Language related tasks
Submit : 12 / 09 / 2012
Length: Between 800 and 1000 words
Aim: To develop your ability to look at language (structure, functional language and vocabulary) from the students’ point of view to enable you to prepare thoroughly for language lessons. You should make use of grammar reference books or course books and a monolingual dictionary. Bullet points may be used in this assignment. TASK: From the box below, select one item from each pair to analyse, and: a)

Analyse meaning:
Give a clear definition (appropriate for level) of what the item means; focus only on the meaning used in the statement.


Analyse form and label the parts (using terminology):
Structure – statement/negative/question forms (if applicable); make sure it’s clear which words can be substituted and which are “set in stone”.
Vocabulary – label the item e.g. adjective, phrasal verb etc; irregular past forms, common collocations, etc. Functional Language – show which parts are “set in stone” and which parts can be changed e.g.? Would you mind + verb+ing (present participle) + object?


Highlight key pronunciation features. Use phonemic script where useful. word or sentence stress,
weak forms,
links between sounds, contractions, lost sounds, etc.


Anticipate problems - think about what problems students might have with the features you listed above. a) What aspects of the meaning might be difficult for students to grasp? Are there other words/structure that express something similar? Does the structure exist in students L1?

b) What form-related mistakes might students make when trying to use the item? c) What problems might sts have with particular sounds, word stress or other pronunciation issues? Use your common sense as well as reference sources.


Imagine your students are not familiar with each language item. Describe a context that would help convey its meaning so that you could elicit the target statement.


State how you...
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