Written Assignment:

Language-Related Tasks

Name: Olha Obludnyk

Assessment Criteria 1st 2nd

R
1. analyse language correctly for teaching purposes

2. correctly use terminology relating to form, meaning and phonology R

when analysing language

3. access reference materials and reference information about language R

to an appropriate source

4. use written language that is clear, accurate and appropriate to the task ✓

Date 1st marker 2nd marker

Pass Resubmission 02/11/23 Diana Vaselenko

needed

Pass on Fail
Resubmission

Overall comment
You’re off to a very good start Olha as there are a lot of useful CCQ’s and some good anticipated
problems. For the assignment to meet the requriements of the pass grade, please, resubmit the
highlighted parts with * in the comment focussing specifically on the following:
1. Writing clearer statements of meaning and taking them from a reliable and clearly referenced
source.
2. Do not change the marker sentence for the first lexical item and make the necessary changes
to the CCQ’s.
3. Make your analysis of the pronunciation a bit more detailed.

Copy and paste the highlighted sections with * in the comment. Use a different colour to
highlight what you have changed. Make a copy you can edit, so that your first submission (as
marked) stays in your portfolio. You need to keep both versions in your portfolio.
Deadline for resubmission is Friday, November 17 . th

Please, let me know if you have any questions.

ILC Kyiv - Online CELTA 1

 Written Assignment:
Language-Related Tasks

If you need to resubmit the assignment, make a copy you can edit, so that your first submission (as marked) stays in
your portfolio. You need to keep both versions in your portfolio.

Issues to address in resubmission:

Tutor comments on resubmission:

ILC Kyiv - Online CELTA 2

 Written Assignment:
Language-Related Tasks

2 Target Language for Analysis

The following are the marker sentences which MUST be used in this assignment – do not change them.

1. Grammar

They can’t have planned it properly. (Intermediate)

2. Lexis

Jane is a chef in an Italian restaurant. (Elementary)

3. Lexis
Pete has always got on well with his brother. (Intermediate)

4. Functions
How about going to an art gallery? (Elementary)

N.B. For the form breakdown, consider what the students need to know about the whole marker sentence.

ILC Kyiv - Online CELTA 3

 Written Assignment:
Language-Related Tasks

ILC Kyiv - Online CELTA 4

 Written Assignment:
Language-Related Tasks
Grammar
Context of your lesson:
Language item
Identify the target language item and
give the example sentence you will use
as a model (this could be an eliciting
question).
They can’t have planned it
properly. (Intermediate)
ILC Kyiv - Online CELTA
A personal story about hiking
New Meaning, form and pronunciation Anticipated errors and solutions
language Describe the language and how you will clarify it. Include any further examples, Include errors of meaning, form and
or CCQs or questions for eliciting further information. Mention any contrasting pronunciation. Refer to CCQs and lesson stages
revision? language here and include an analysis of all contrasting items. as appropriate.
new Meaning: I’m sure it was not possible for them to plan it properly. Meaning: the ss may not understand that I
do not believe something that happened
Meaning: We use can’t have + past participle when we reach a logical before.
conclusion that something seems certainly untrue about the past.
(Scrivener,227) Solution: I will ask CCQs to clarify the
meaning.
Conveying meaning: I will tell a story about my friends. A few days ago
Meaning: the ss may think that it is about
they invited me to go camping with them in the mountains for 5 days. They
present, as we use can here.
said they had planned everything in detail. But I know they always forget
something important. Last time they forgot matches! The other time they
didn’t take their sleeping bags! I’m definitely not going with them. They Solution: I will ask CCQ 1 to clarify it.
can’t have planned it properly! I don’t believe them.
Checking questions:
1 Is it about past or present? (past)
2 Did they plan it? (yes)
3 Do I believe they did it properly? (no)
Checking questions:
1 Is it about past or present? (past)
2 Is it possible they did it properly? (yes)
3 Do I believe they did it properly? (no)
4 Am I 100% sure?(no) Form: The ss may think that we use past
form of the verb (V2)
Form: Solution: I will stress the importance of
Negative using the Past participle of the main verb
Modal verb of deduction about past and write in on the W/B
1
 Written Assignment:
Language-Related Tasks

S + modal verb can+not+ have +V3

S+ can’t (contraction)+have+V3
Form: The ss may omit the auxiliary
Have+V3 is used to show the past tense. HAVE.

Solution: I may use my fingers to show

+ modal verb cannot+ have +V3 how many words there are in this frase.
(Harmer, 205)

Pronunciation: The ss may pronounce

Pronunciation: (mark sentence stress for the whole marker
sentence, provide phonemic transcriptions of sound changes in the
weak forms and mark the intonation where relevant)
(stressed words are bald)
They can’t have planned it properly.
/ ‘kɑːntəv ‘plænd it/
each word separately without joining the
words. Also they may stress the auxiliary
verb HAVE, which is not stressed in
perfect infinitives. (Scrivener,226)
Solution: I will drill the
pronunciation breaking it to chunks:
First: /‘kɑːntəv/
Then: / ‘kɑːntəv ‘plænd/
Then: / ‘kɑːntəv ‘plænd it/

ILC Kyiv - Online CELTA 2

 Written Assignment:
Language-Related Tasks
Lexis 1
Context of your lesson:
Language item
Identify the target language item and
give the example sentence you will use
as a model (this could be an eliciting
question).
He’s a chef in an Italian restaurant.
(elementary)
Jane’s a chef in an Italian restaurant.
(elementary)
ILC Kyiv - Online CELTA
Speaking about professions
New Meaning, form and pronunciation Anticipated errors and solutions
language Describe the language and how you will clarify it. Include any further examples, Include errors of meaning, form and
or CCQs or questions for eliciting further information. Mention any contrasting pronunciation. Refer to CCQs and lesson stages
revision? language here and include an analysis of all contrasting items. as appropriate.
new Meaning: a trained cook who works in a restaurant, the most important Meaning:
cook. (Cambridge Online Dictionary) Ss may think that a chef is the main person
of the restaurant (Boss)
Conveying meaning: I will tell them the story about my friend. He likes Solution: I will ask them the questions 3
cooking and making new dishes. Now he’s a chef in an Italian restaurant. and 4.
His dishes are the best!
Conveying meaning: I will tell them the story about Jane. She likes
cooking and making new dishes. Now she’s a chef in an Italian restaurant.
She is the main co
Checking questions:
1 Does he cook well? (yes)
2 Is it his job? (yes)
3 Is he the main of the cooks in a restaurant? (yes)
4 Is he the Boss of the restaurant? (no)
Checking questions:
1 Does she cook well? (yes)
2 Is it her job? (yes)
3 Is she the main of the cooks in a restaurant? (yes)
4 Is she the Boss of the restaurant? (no)
Form: ss may form the plural by changing
f to v+es - cheves.
Solution: I will highlight the plural form
and provide the example of the plural word
in the sentence:
3
 Written Assignment:
Language-Related Tasks
Kim and Nick are chefs in great
restaurants.

Pronunciation: Ss may pronounce chef as

/'tʃef/

Solution: I will drill it with the ss as a

whole class activity.

Form:
Noun(countable)
A chef -singular
Chefs -plural

Pronunciation: (phonemic script + stress)

/’ʃef/

ILC Kyiv - Online CELTA 4

 Written Assignment:
Language-Related Tasks
Lexis 2
Context of your lesson:
Language item
Identify the target language item and
give the example sentence you will use
as a model (this could be an eliciting
question).
Pete has always got on well with his
brother. (intermediate)
ILC Kyiv - Online CELTA
The story about family relationship
New Meaning, form and pronunciation Anticipated errors and solutions
language Describe the language and how you will clarify it. Include any further examples, Include errors of meaning, form and
or CCQs or questions for eliciting further information. Mention any contrasting pronunciation. Refer to CCQs and lesson stages
revision? language here and include an analysis of all contrasting items. as appropriate.
new Meaning: if you get on with someone, you like them and Meaning: According to Scrivener Ss may
understand the two separate words GET
have a friendly relationship with them.(Collins online
and ON but still not understand that used
dictionary) together they are a phrase which has its
own meaning. (Scrivener, 253)
Solution: That is why I provide them with
Conveying meaning: I will tell a story about Pete. Pete and Jack are the story about Pete, as it is easier for ss to
brothers. They support and help each other. Jack likes playing football with understand phrasal verbs in context.
Pete and often asks him to help with his homework. Pete doesn’t mind it as (Thornbury,214)
Pete has always got on well with his brother. They are really close.
Conveying meaning: I will tell a story about Pete. Pete and Jack are
brothers. They support and help each other. They don’t have arguments and
they are good friends. Jack likes playing football with Pete and often asks
him to help with his homework. Pete doesn’t mind it as Pete has always got
on well with his brother. They are really close.
Checking questions:
1 Are they friendly to each other? (yes)
2 Do they have a good relationship? (yes)
3 Can only people from the same family get on well? (no) Form: Ss may use wrong preposition e.g.
OF instead of ON.
Solution: Highlight get on well with on the
W/B and drill it.
Form:
5
 Written Assignment:
Language-Related Tasks
Multi- word verb: phrasal-prepositional (informal)
Intransitive
Not separable (Thornbury, 214)

S+ get on well + with +Object Pronunciation: Ss might stress each word

Got (verb/irregular/past participle/transitive) in the phrase.
On (adverb)
Well(adverb) Solution: I’ll model and drill the
With(preposition) pronunciation in the chunks:
/’gɒt ɒn/
Pronunciation: (phonemic script + stress) /’gɒt ɒn wel wɪð/
/’gɒt ɒn wel wɪð/
Solution: I’ll model and drill the
pronunciation with the class.
Pronunciation: (phonemic script + stress)
/’gɒt ɒn ‘wel wɪð/
/’gɒt ɒn ‘wel wɪð/

ILC Kyiv - Online CELTA 6

 Written Assignment:
Language-Related Tasks
Functions
Context of your lesson:
Language item
Identify the target language item and
give the example sentence you will use
as a model (this could be an eliciting
question).
How about going to an art gallery?
(elementary)
ILC Kyiv - Online CELTA
Making suggestions
New Meaning, form and pronunciation Anticipated errors and solutions
language Describe the language and how you will clarify it. Include any further examples, Include errors of meaning, form and
or CCQs or questions for eliciting further information. Mention any contrasting pronunciation. Refer to CCQs and lesson stages
revision? language here and include an analysis of all contrasting items. as appropriate.
new Meaning: we use “how about” when we have an idea about what to do. Meaning: Ss might think of to separate
We can say: let’s do it or hoe about doing it? words HOW and ABOUT and their initial
meanings.
Meaning: used to make a suggestion (Cambridge Online Dictionary)
Solution: I will give further example:
Let’s listen to music. What about listening
Conveying meaning: I will make up a dialogue: to music?.
Jane: I hate walking in the rain. Everything is wet and dirty. But staying
home is really boring! Solution: I will ask them CCQs
Ben: You want to go outside but don’t want to get wet… I’ve got an idea!
How about going to an Art gallery?
Jane: Great! I’ll be ready in a minute!
Conveying meaning: I will tell them a story about my weekend in
Vienna. It was raining.
My children hate walking in the rain. Everything is wet and dirty. But
staying in the hotel is really boring! So I told them: let’s go to an art
gallery! It’s a good idea… or .. What else can I ask them? -right: How
about going to an art gallery
Checking questions:
1 does Ben have an idea to go to an art gallery? (yes)
2 Does he mean: Jane, let’s go to an art gallery? (yes)
3 Must she do it? (No)
Form: Ss might use infinitive after How
about
Form: (analyze it as a lexical chunk without breaking it into the Solution: Highlight +ing on the W/B and
separate components) generate more examples from the ss to
Idiom check their understanding of form.
7
 Written Assignment:
Language-Related Tasks
Informal
How about +V+ing?
How about +N?

Pronunciation: Ss may struggle with the

stress and intonation of the phrase.

Pronunciation: Ss may stress each word in

Pronunciation: (mark sentence stress for the whole marker the sentence and pronounce the phrase with
sentence, provide phonemic transcriptions of sound changes in the the rising intonation.
weak forms and mark the intonation where relevant)
(Bold words are stressed) Solution: I will use group and individual
drilling.
How about going to an art gallery?

/haʊ əˈbaʊt/

ILC Kyiv - Online CELTA 8

 Written Assignment:
Language-Related Tasks

Bibliography

Harmer, J. (2015). The practice of English language teaching. Pearson/Longman.

Kelly,Gerald. (2002). How to teach pronunciation. Pearson Education Limited.

Murphy, R. (2013). English grammar in use: A self-study reference and Practice book for intermediate students: With answers. Cambridge Univ. Press.

Thornbury, S. (2017). The new A-Z of ELT: A dictionary of terms and concepts. Macmillan Education.

Swan, M. (2016). Practical English usage. Oxford University Press.

Scrivener, J. (2014). Teaching English grammar: What to teach and how to teach it. Macmillan Education.

https://dictionary.cambridge.org/dictionary/english/chef

https://www.collinsdictionary.com/dictionary/english/get-on

ILC Kyiv - Online CELTA 9