Celta Assignment 1 Language Analysis

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CELTA Assignment 1 – Language analysis
Target statement: He can speak 5 different languages.

a) Meaning
To talk about present or ‘general’ ability.


d) Anticipated problems
Sts might confuse with permission

b) Form
statement: subj. + can + verb (bare
infinitive) +…
negative: subj. + can’t + verb (bare
question: Can + subj.+ verb (bare
infinitive) +…

Sts may use can for the future: I will can
speak English
Sts may add s when using the 3rd person
Sts may add ed to form the past

c) Pronunciation
stress in the affirmative falls on the
following verb: I can speak English.
stress in the negative falls on can’t: I
can’t speak Japanese.
American /kæn/ and British /kən/
negative AmE/kænt/ BrE /kɑːnt/

Ss might stress can in the affirmative
Ss might say /kenti/ instead of /kænt/or

e) Providing a context/conveying meaning
Show pictures of people doing different activities, some well others not, to guide students to say that some people have the ability while others lack it. Ask Sts if they know how to do those activities. Tell Sts I learned three different languages. Elicit “So, I know 3 languages (I can speak 3 languages)”.

f) Checking Understanding:
Did I speak Portuguese in the past?
Did I learn English and Spanish?
Do I speak German?
Do you speak other languages?


Target statement: I f only she had read the message before leaving.(Upperintermediate)

d) Anticipated problems
a) Meaning
Sts may confuse with only if ( a condition
To say that we would like things to be
for something to happen, not a regret)
different. May be used to talk about the
present, future or past.
b) Form
Sts may use present form of verb, (If only
present: If only + subj. + verb (simple
I travel soon)
past) +…
Sts may use the past participle without
We can use either was or were (the
had (If only I been there)
latter more formal).
future: If only + subj. + would + verb
(bare infinitive)+...
past: If only + subj. + had + past
participle of the verb+…
c) Pronunciation
Ss might not connect speech
stress normally falls on only: If only I
Ss might say /ˈɪfi/ instead of /ɪf/
knew more people.
connected speech: /ɪfˈoʊnli/

e) Providing a context/conveying meaning
Present a situation with two people talking about their achievements. They are not satisfied; so, they conjecture how life could be different if they had done things differently. Ask sts if there is anything in their lives they would like to change and whether it is still possible or not. Tell students you’ve wanted to be an architect. Elicit “If only I had studied Architecture”. Ask students if it is easy to start studying again. Elicit If only I did another degree. f) Checking Understanding:

Am I satisfied with the situation?
Would I be happier if the situation were different?
Can I change it?
Can you think of something you wish were different?

(Probably not)

Target statement: He takes after his father. (I ntermediate)

a) Meaning
To follow someone as an example.
To resemble in appearance, temperament,
or character.

d) Anticipated problems
Sts may interpret the words separately:
take as the opposite of leave or drop and
after as something that follows
something else.

b) Form
statement: subj. + take after + obj +…
negative: subj. + do/does (auxiliary verb)
+ not + take after + obj +…
question: Do/Does (auxiliary verb) +
subj.+ take after + obj +…
may not be used in the ing form.

Sts may separate the verb and the
preposition (He takes his father after)

c) Pronunciation
stress normally falls on after: He takes
after his father. /teɪk/ /ˈæftər/

Ss might stress the verb

e) Providing a context/conveying meaning
Show pictures with my mother and I, ask if we are the same or different people. Elicit from students that we are not the same but very similar. Guide...
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