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CELTA Assignment 2: Language Analysis Tasks
Name: Iuliia Kumicheva I confirm that this assignment is my own work.
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Tefl tips and ideas from a developing teacher.
Home › CELTA tips › CELTA tip: language analysis assignment
CELTA tip: language analysis assignment
By Pete on May 12, 2015 • ( 23 )
The language analysis assignment is quite straightforward. It’s in two parts, grammar and vocabulary. You’re given a particular grammar structure or lexical items, and you have to analyse it and explain how you would go about teaching it. That’s about it really. It might sound simple, but that doesn’t make it easy!
During the course you’ll learn how to introduce target language, more than likely in this order:
Meaning, Form, Pronunciation, Appropriacy
For both grammar and vocabulary items, we were told to lay the analysis out like this:
a) Analysis of meaning (say what it means!)
b) Describe how you would convey the meaning
c) Check students understanding
d) Highlight the form
e) mention any phonological features of the target language
Here are some general tips:
- For conveying the meaning of a grammar point, you should think about putting the target language in a context . For a word or phrase, think about how ‘concrete’ the word is – you might be able to just show a picture of it, draw it, mime it, etc. It might not be as complicated as you think.
- To check understanding of a grammar point, timelines might be useful. Also, use concept checking questions (CCQs) . It’s worth getting in the habit of using these as you need them often when you’re teaching. Don’t worry, I’m still bad at thinking of them on the spot, and I’ve been teaching 5 years!
- ‘highlighting the form’ might include giving collocations – words that commonly go alongside the target language. E.g. if you were teaching the word ‘promise’, it might be relevant to teach ‘break a promise’ and ‘keep a promise’
- Features of pronunciation which might be worth teaching include contractions (I am = I’m) and weak forms , among other things.
- Whichever target language you are asked to analyse for this assignment, the level of the students should be considered very carefully. Make sure you’re not complicating things by using difficult vocabulary, grade your language appropriately .
- You might have to mention ‘ appropriacy ’ when you teach a language item. This means whether it is ok to use the item in certain contexts (e.g. formal/informal situations)
I’m sure you’ll get plenty of advice from your tutors on how to do this task. Still, here’s an example of how I did one grammar point and one vocabulary item. You can download my full assignment if you want to see how it looked. The word limit for this assignment was 1000 words which I’d say is plenty for a thorough analysis of each item.
(note: V1 = present simple, V2 = past simple, V3 = past participle)
Example grammar answer:
Target structure: she’s just gone out
a) Analyse the meaning
‘ she’s just gone out’
She was at home (i.e. somewhere). Now, she’s not at home. She only left home a short time ago.
b) Convey the meaning
At ten past six, I arrived at Lady Gaga’s house. I knocked on the door [action]. Her mum opened the door.
I said to her mum, “is Lady Gaga at home?”
Her mum said, “sorry, Lady Gaga is not here”.
I said, “Oh, er… me and Lady Gaga have a date at six o’clock. ”
Her mum said, “You are late. Lady Gaga was here at 6pm, but she’s just gone out”
c) Checking meaning
Is Lady Gaga at home now? No
Was she at home at six o’clock? Yes
So, she left home a long time ago? No
(use the above to aid explanation, showing the event happened in the recent past)
She has just gone out
S + has / have + Adv V3
(bold shows stress)
She’s just gone out
with ‘out’, this makes a phrasal verb – ‘gone out’. With phrasal verbs, the stress is on the preposition
Example vocabulary answer:
Target word: Library (elementary)
a) Meaning analysis
A room or building where you can borrow books (DVDs, etc), read, study, etc.
b) Convey meaning
Display the picture above. Elicit if possible, or model the word.
c) Checking understanding
Is this a book shop? No
Can I take the books? Yes
Can I read here? Yes
In here can I TALK LIKE THIS!!!!!!! (loudly…) No
d) Form: Library is a noun. It is countable (‘library’ becomes ‘libraries’). ‘Library book’ is a common collocation.
e) Phonology: The stress is on the first syllable. The word is sometimes spoken as only two syllables (i.e. ‘lai-bri’, not ‘lai-brer-ri’). Although not incorrect, it might be best if the teacher chooses one spoken form and is consistent.
A final tip on this assignment. You might find that it takes a while to analyse each item thoroughly. Don’t worry. It does get easier with practice. Make the most of the time you spend on this assignment and really think about the process you are undertaking – it will become commonplace in your lesson planning. Good luck with the assignment!
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Categories: CELTA tips
Tags: analysing language , CELTA , CELTA assignment 2 , efl , elt , IH , IH Budapest , meaning before form , pass the CELTA , teacher training , tefl
Your blog is so useful. I really loved it. Thank you so much for sharing things like this.
Like Liked by 1 person
This is incredibly helpful for CELTA trainees. Well done Pete on writing such a supportive and invaluable post.
Thanks it’s very helpful
This is useful for CELTA candidates in teaching English abroad.
It’s really simple and straightforward tip for newly born teacher like me…I do appreciate and thank for your sharing…..
great tips,thank you so much for your help
I have a quick question. do you write this assignments at the school or prepare them at home?
Hi Natalia. Write the assignment wherever you feel comfortable. You might benefit from doing it at school as you could run your ideas past an experienced teacher and they might give you some tips. Plus, there may be a library at school with grammar reference books which might help.
Please help. I have the celta in 4 weeks and I can understand grammar and teaching methods but I cannot for the life of me get the word stress write. NONE OF IT!!! help tips please??
I can do it when I know someone is wrong but I cannot write it on paper or underline words when people ask me to.
you mean “right” not “write” don’t you ?
Thank you for this very useful post. It’s broken down the task to our understanding.
Pleasure! Glad it was useful 🙂
Thanks for the post its really helpful. I have a question though, I’m having pre-CELTA assignments which i presume are the same as CELTA although there is one extra thing there: Apart from Grammar and Vocabulary analysis, I have to list all potential problems the students might have. Now in you post I can’t find that. Could you kindly give some help in that as well?
Hi Saboor. It’s been a long while since I did this assignment but it sounds like you need to list anticipated problems and solutions. This is a common thing to include in an observer lesson plan. Think about the language you are introducing: what problems might the learners have with this? E.g. Are there features of the pronunciation of the word that learners from your context might find difficult? Problems don’t have to relate to language only, they might relate to task set up, classroom management, just about any part of your practice. However, for the purpose of your assignment it sounds like the focus is on the language
Hello Peter, Thanks for the fast response. Your tips are really helpful and now I’ve a clear idea of what I have to do. If you like, I can share the assignment with you after I’m done with it via Email and I’d more than appreciate your comments on it. That’s of course if you have time and agree with it.
Sorry Saboor, but I’m not actually a CELTA trainer so I don’t know if my feedback is reliable! Good luck with the assignment though, and I hope the course goes well 🙂
Please don’t say sorry. And thanks for the help. I’ll surely try my best.
Hi Peter, I really want to thanks you for these tips. I am a non native speaker who have just started the CLTA course. I am feeling quite disadvantaged because of this fac. I was looking for some resources to improve my understanding when I came across this blog. really useful. do you have any other platform that I can follow for more tips?
- Useful links for CELTA | Sandy Millin
- English Teaching last hip! – BlogLang!
- 12 tiny tips for writing lesson plans | ELT planning
- How to get a CELTA Pass A | ELT planning
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CELTA Assignment 2: Language Related Tasks – Clear Guide
Introduction, what you have to do for celta assignment 2: main idea, instructions for the language related tasks in celta assignment 2, word count for the ‘language related tasks’ assignment.
Length: 750–1,000 words
Learning Objectives for CELTA Assignment 2
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
Answering Each Part of CELTA Assignment 2
Meaning Form Pronunciation Appropriacy (in parts) Anticipate problems learners might have Note all reference materials you have used
Example of a Grammar Point for Analysis
She’s just been to the shop
have/has + just + been + to + place She has (or ‘s) just been to the shop
Part 1: phonemic transcription of the words to show ‘how’ they are spoken.
She’s been to the shop /ʃiːz ʤəst biːn tə ðə ʃɒp/
Part 2: Stressed words in the sentence
Part 3: connected speech, 4. appropriacy (in parts).
This sentence is informal and would likely be used in spoken English only as it has a contracted form.
5. Anticipate problems learners might have
Summary of grammar point, example of a lexis item for analysis, pronunciation:, part 1: phonemic transcription.
Part 2: Word stress
Appropriacy, anticipated problems and solutions:, pronunciation.
o O Prevent
o O Prevent /prɪˈvent/
Summary of Lexis Item
Examples of celta assignment 2 available online, celta assignment 2 summary points.
One general piece of advice on the CELTA is to always keep your tutors happy.
Useful Links for CELTA Assignment 2: Language Related Tasks
Check out more CELTA Helper TV videos on YouTube here!
Best Books for CELTA Assignment 2
More helpful content for you:, recent posts.
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.
Proficient in: Communication
“ Writer-marian did a very good job with my paper, she got straight to the point, she made it clear and organized ”
| |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.
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Getting a CELTA Pass A: Example CELTA Lesson Plans & Assignments 👨🏻🏫
Here’s everything I learned in the process of earning CELTA’s top grade, plus something you won’t find elsewhere: Pass-A-quality example lesson plans, assignments, and more.
Are you doing a CELTA course and shooting for an A? Or just want to learn more about what it takes? You’re in the right place.
I’ll start by being more pessimistic, but then I’ll dial it back. First, here’s Jo Gakonga with a short summary of the CELTA assessment guidelines :
Jenna Cody also has a great write-up about her experience getting a Pass A, and how difficult/intense it was.
Both Jo and Jenna want you to know that you probably shouldn’t be aiming for a Pass A. Jo starts out with this line: “The rather harsh truth that you might not want to hear is that you’re almost certain not to get a Pass A at CELTA. They don’t give that very easily.” And here’s Jenna: “I highly doubt that someone on the CELTA course with zero teaching experience could get a Pass A unless they were preternaturally talented or had some indirect experience.” Then there are Cambridge’s published grade stats , broken down by country and year. The 2019 results show that 6.5% of students got a Pass A, and in 2018 it was 5.4%.
So how hard is it? Getting a Pass A will take a lot of work, but I think everything above paints too pessimistic a picture. I got it without any teaching experience, and I don’t think I’m that talented. There are lots of things you can do to improve your odds, and I’m here to help!
My first advantage was that I did a semi-full-time six week course, and I wasn’t working while doing it. Four week courses are probably the most common, and the limited time is why CELTA is described by almost all students as intense. I was very grateful for the extra two weeks in my course, and it definitely gave me more time to polish everything I did. So for starters, don’t do a four week course if you can help it. However, in order to find a course with a longer schedule, you might need to shop around internationally…
Choosing a CELTA Training Center
It used to be that you had to do the course in person. Covid changed that. Now you can shop around internationally and attend online, choosing the center that fits your budget, ideal start date, course duration, and time zone. CELTA is highly standardized and teaching centers get close scrutiny from Cambridge, so I’m guessing that tutors in most centers are at least decent. And no matter where you take the course, your tutors and students will all be speaking English.
I went with International House Mexico . In addition to being one of the best priced centers in the world, their time zone is friendly for US students, and most of their instructors turned out to be excellent.
Note that many companies teach Cambridge’s CELTA course, which was confusing to me at first when trying to choose where to take it. The biggest players are International House and Teaching House , both of which have many locations around the world. But there are many other training centers and universities that also teach CELTA. Cambridge’s official site can help you sort through them all by country and city, but its UX is not great. StudyCELTA has an easier to use search that lets you find places based on CELTA course type (online intensive, online part time, online blended, full time face to face, or part time face to face) and course starting date, but they only show testing centers that they partner with. I used a mix of both websites to narrow down my choices.
Probably one of the more useful things you can do (even more than giving yourself extra time for the course) is to learn from high quality examples. CELTA tutors will conduct some demo classes and probably give you example materials for some (but not all) assignments, along with example teaching practice (TP) lesson plans from a prior student or two at their center. You should definitely learn from those! However, the quality of the written materials may vary. Some will definitely not be at Pass A level. So here I’m providing examples of my own work to give you ideas about how to approach and structure things and give you a sense of the level of work that will be needed. If this helps you, please let me know in the comments!
These are meant to be examples only. Don’t use any parts of them directly. Cambridge holds the submissions of all past CELTA students, including me, and they put assignments (and possibly other work) through plagiarism detectors. They’ll deny you a certification at the end of the course if they detect that you reused someone else’s work.
- CELTA Assignment 1: Focus on the Learner (FOL)
- CELTA Assignment 2: Language Related Tasks (LRT) — Includes tutor feedback
- CELTA Assignment 3: Language Skills and Related Tasks (LSRT) — Includes tutor feedback
- CELTA Assignment 4: Lessons from the Classroom (LFC) — Includes tutor feedback
- CELTA TP6 Lesson Plan: Functional Language
- TP7 Print Sheet — Streamlined copy that I used as my reference during class
- CELTA TP8 Lesson Plan: Writing — Includes tutor feedback
- CELTA Self Evaluation for TP6
- CELTA Self Evaluation for TP7
Hopefully, yours come out better than mine!
Although your written materials might help push you over the edge from a regular Pass into Pass B or Pass A , of course they’re not everything. Being an effective teacher during your teaching practices is the baseline, and is at least as important. So I’ve got more tips…
- This will mean an additional 45+ minutes of prep for each lesson, but I found it so beneficial that I stuck with it every time. During every dry run, my first pass was somewhat rough and I was able to make adjustments that made it better the second time around when I had real students. It helped me understand where things weren’t working and also where I needed to shorten things to stay within the available time.
- Your first few dry runs will also be good opportunities to make sure you’re fully comfortable with any tools you’ll need like Zoom whiteboards/breakout rooms, Google Slides/Forms/Jamboards, etc.
- After submitting a TP lesson plan, prepare a streamlined version that you can print in advance of your lesson (see the example I included above). This printout should be easy to read at a glance and exclude any fluff you won’t need during the lesson (references, detailed language analysis, etc.).
- Incorporate any feedback tutors give you into your very next TP if possible, or as soon as appropriate. They want to see you show growth and responsiveness to feedback during the course. If your style or preferred teaching methodologies are different than theirs, that’s fine to go back to after the CELTA course. In the meantime, you should follow the opinionated approach that you’re paying them to teach you.
- Participate at least a little in post-TP peer feedback, and write meaningful self evaluations. Both are expected for students with high grades. To make self evals easier to write, I waited until getting TP feedback from my tutors and incorporated parts of their feedback into what I wrote.
- It’s okay to ask more questions about assignments since that’s not held against you in the same way.
- For me, my tutor said that if I was scored then, I’d probably get a Pass B. He also gave helpful tips on where to focus to continue doing better.
- After my next TP, I asked if I’d made enough progress on the areas he mentioned to be on track for Pass A, and I got even more advice.
- I was told that Pass A students typically include lots of scripting in their TP lesson plans, including for any instructions, transitions between lesson stages, ICQs (instruction checking questions), and CCQs (concept checking questions). Make sure your scripts are concise and use appropriately graded language for the level of your students. I started out a bit wordy, and continually got feedback about reducing TTT (teacher talking time).
- Learn everything you can about your language focus for the lesson, and make sure to include a language analysis table or section in every lesson plan. In addition to this being important for higher grades, the time I spent on this helped me several times with questions from students. I had solid answers for them as a result of the research I’d done beforehand, even when I hadn’t intended to include the more detailed coverage in the lesson.
- Since all assignments are allowed to be resubmitted once, CELTA tutors stress that failing an assignment on the first try is no big deal and that you can think of the first submission as a draft that you’ll get feedback on before submitting the final version. But I wouldn’t rely on this. Based on what I gathered from them, getting a Pass B will be hard if you need to resubmit more than one assignment, and Pass A might not be possible with any resubmissions. Take extra time before submitting to get your polish in on the first try.
- One of my tutors said assignments have a 10% word count leeway, so there’s no need to spend extra time e.g. shaving off a few more words if you’re over the limit. But you might want to confirm with your own tutors beforehand that it’s okay to rely on this.
- Be organized and on time for everything. My recommendation: Prepare a detailed checklist each week of everything you need to do that week (see the example below). The schedule given to me by IH Mexico was kind of a mess—it was hard to follow and too high level for me. Partly as a result, my peer that I worked most closely with occasionally prepared for the wrong things or didn’t realize an assignment was due until the last minute. My checklists made it much easier for me and made me feel good about completing even small things that I’d then get to check off.
Following is my checklist for week five that I wrote in Evernote (which lets you easily create lists with checkboxes). I marked things to show up live for (Zoom calls) with 🎙️, and deadlines with ⏰.
- 🎙️ Monday 11am: Live group class
- Read tutor feedback for LRT assignment
- Read guided lesson plan
- Read examples and references
- Read my prep notes from 12/04
- Review demo lesson
- ⏰ Wednesday 2 hr before: Submit final online
- Prepare print sheet
- Read my prep notes from 12/04 and 12/09
- ⏰ Friday 2 hr before: Submit final online
- Dry run beforehand
- ⏰ Thursday: Write and submit self evaluation
- Read tutor feedback
- Guided lesson planning session for next week
- ⏰ Saturday: Write and submit self evaluation
- Unit 14: Correction
- Unit 18: Lesson Planning 2
- Unit 19: Writing
- Unit 20: Recording & Recycling Language
- Observation: Task-based learning: Justin Vollmer (1 hr online)
- Ask tutor about delta between my current performance and Pass A
- Read instructions
- Read suggested resources and examples
- Fill in CELTA-5 info for the week
- Finish draft of to-do list for week 6
If any of this helped you, let me know! And feel free to share your own advice.
Are you preparing for CELTA? Then check out my post on the best English teaching books to help you prepare.
15 thoughts on “Getting a CELTA Pass A: Example CELTA Lesson Plans & Assignments 👨🏻🏫”
This is amazing! Thank you so much for your insight and all the detail you included! I start my CELTA this coming Monday! I’m also doing it with IH Mexico City, but I’m taking the part time course, so it will be spread out over 12 weeks. Fingers crossed!
Go get ’em, Pedro!
Hello! Cheers, i took my CELTA with IH Izmir i just completed my TP8 today im just hoping for the best although i must say the assignments really did my braincells dirty
Cheers, Dion! Congrats on completing the course. I liked the assignments (partly because I like writing generally), but they did take a lot of time.
I cannot adequately express how thankful I am to you for writing this article and including the resources above. I have been looking for an encouraging article from a CELTA graduate who passed with an A but had no prior teaching experience.
I saw your comment on Lao Ren Cha’s Blogspot page, and it nearly brought tears to my eyes. It has been so discouraging to continuously read about how one must settle for a ‘pass’ if they have no prior teaching experience.
My goal is an A pass as well, and I will religiously follow the advice here.
Thank you, thank you, thank you!
Thelma, it’s great to hear this was helpful! Clearly, you’re highly motivated and ambitious, and I’m sure you’ll have great advice to share with others after you’re done. Wishing you the best!
Thank you very much, Steven! I appreciate the encouragement!
I hope you are well.
I have returned to thank you for providing examples of your work. It really helped me to put my best foot forward during the course. I have just received my recommended grade and it’s a PASS B. What was that saying about the best laid plans of mice and men? 😀
Nonetheless, thank you so much for this helpful article and the examples. Much appreciated!
Congrats, Thelma! Pass B is dope! I know you were hoping for the A, but I think B is equal to A in terms of opening a few more doors for people without prior teaching experience. You’ll be a badass teacher. 😀
Thank you for the encouragement! Much appreciated!
Thank you so much for the tips and details of lesson plans. I am doing Celta and it’s taking a toll on my health. I can’t grasp evrrything,it’s just too hectic to do TP today and then prepare for next TP the day after next plus not forgetting assignments etc.. i am sure if one can learn all in 4 weeks ?
Thank you so much for writing this article! It’s absolutely fantastic and filled with a lot of extremely useful information. I’ll be starting a 4 weeks CELTA program in April 2023 (didn’t have the option of a semi-full time unfortunately) and was wondering about the TP sessions for each skill…will the course tutors give us specific topics to teach or do we get to select which texts/books to teach students for these sessions? For example, for planning and teaching reading skills, do we get to decide what to teach within this for the teaching practice session to fulfill the language skills related task?
Thanks in advance!
Thanks, Babloo! In my case at least, the reading class was TP1, and because it was earlier in the course there was more guidance on the topic and what to include. I was given a section from an English coursebook to extract the reading material from.
This is so useful, thank you. Apologies if you’ve already said elsewhere and I missed it… how much experience did you have with the English International Phonetic Alphabet (IPA) before starting CELTA? Thanks!
None. I learned it as much as I needed to during the course. You indirectly raise a good point, though, that it would be very helpful to gain at least basic knowledge of the English IPA beforehand.
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Celta Language Analysis Assignment
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Celta: Assignment 3: Skills-Related
For this Skills-related assignment, my choice of authentic reading material is “Few Places with Better Stories” from Asian Geographic magazine (no 78 issue 1/2011, pages 30 and 35). As this magazine is widely read and it is also a popular TV channel, the students will be able to relate to it easily. I decided to use this article as I think it is appropriate for English Language learners at the Intermediate level. The article deals with photography which can be a hobby or passion for many adult learners and hence they can identify with the author. It is also biographical, as the author narrates his experiences, thus the reader can bond with the narrator. This topic has a universal appeal and is not culturally biased. The article also has contemporary relevance as the author blends photography with nature, as the world is desperate to conserve it. “One test for useful reading might be to check how far tasks reflect real-life uses of the same text. If a text is used in class in ways that are reasonably similar to real life, the task will likely be effective” (Learning Teaching, Third edition 2011, Jims Scrivener, Macmillan) But, most of all, this entire article is perfect for a reading activity, as the topic enables great discussions/productive skill extensions.
Part 2: Receptive skill task design
I think a good starting point for this lesson would be playing a clip of underwater life from the National Geographic archive http://www.youtube.com/watch?v=JSlFsbrUz2Q
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Students are familiar with underwater life and the clip will help to set the context and situation. Students could first discuss with partners how they feel about underwater photography. After eliciting some opinions and feelings, ask some additional, personalized questions like:
- “Have you seen the underwater world at Sentosa?”
- “Would you like to be an underwater photographer?”
- “Would you like to go on an underwater expedition with the National Geographic team?”
The teacher elicits responses to set the context further. Although there are plenty of new vocabulary items in the article, I think students would not have any significant difficulties in grasping the overall meaning of the text. I agree with Jeremy Harmer about pre-teaching: “by giving them some or all those words we deny them (a chance to practice tackling authentic texts)” (Harmer -203). In my perspective, students learn new words about context which will enable them to grasp the word well. In this article, I would pre-teach key vocabulary, such as:
- to fall in love
I would convey the meaning of the above words with the help of visuals, and CCQs. The rest of the vocabulary issues (which do not impede the set tasks) can be dealt with by matching words with meaning or synonyms at the pre-reading stage. I would use this article to practice skim reading. Though the article is lengthy, the first paragraph throws enough insight into the author. This enables a gist reading. The gist reading task – 30 seconds: Appendix B
I would remind the students that gist reading is a skill that requires quick reading and the ability to choose important information. “Skimming=Reading quickly for the gist of a passage. A typical skimming task would be a general question from the teacher…” (Learning Teaching, Third edition 2011, Jims Scrivener, Macmillan) Feedback: 1minute
A lesson without feedback “is teaching that proceeds forward without reference to what impact this is having on the learner’…” (Learning Teaching, Third edition 2011, Jims Scrivener, Macmillan) For specific reading task or scanning skills, I would use a simple set of questions- 5 minutes (reading and answering): Appendix B. “You probably want tasks that encourage students to search for specific small sections of text which they can read more carefully to find a required piece of information. Students doing this will be reading the material in a similar way to how people might read it in everyday life.” (Learning Teaching, Third edition 2011, Jims Scrivener, Macmillan) For both the scan and skim reading activities, students would do a pair check of their answers before the teacher does feedback. The teacher flashes the answers for the gist reading on the screen (OHP) and for the scanning task, individual students could volunteer to discuss the answers. At this stage, the teacher can feedback on how the students located the answers (sequence of information in the paragraphs, lead words, context, etc). “A common scanning activity is searching for information….Although scanning is involved with finding individual points from the text….the way the reader finds the information involves some degree of processing of the overall shape and structure of the text…” (Learning Teaching, Third edition 2011, Jims Scrivener, Macmillan)
Part 3: Productive skill task design
I would use a writing task for productive skills. As the students have read about underwater life, I would set a guided task to write about the topic: “Your thoughts and feelings of the underwater world” (Students are expected to write five sentences)
Photos and pictures of marine life will be pasted around the classroom. Each picture/photo will carry a description/keywords. Students will do a gallery walk, with a pen and paper, to note the details and description they would like to use. They will return to their seats to write five sentences about underwater life and their feeling/sentiments. This task is for 15 minutes
At the end of the task, the writing from students will be pasted on the whiteboard and the students can read each other’s and vote for the best.
“Writing involves a different kind of mental process. There is more time to think, to reflect, to prepare, to rehearse, to make mistakes and to find alternative and better solutions” …” (Learning Teaching, Third edition 2011, Jims Scrivener, Macmillan). I would like to use writing activity because “ The need for long formal written work seems to have lessened over the years, and this is reflected in many classrooms where writing activities are perhaps less often found than those for other skills” …” (Learning Teaching, Third edition 2011, Jims Scrivener, Macmillan).
- A copy of the authentic task- appendix A
- The tasks you have designed- appendix B
- The answers to the task- appendix C
The gist reading task – 30 seconds: Answer the following questions with a “yes” or “no”.
- Is this passage about a photographer?
- Is this passage about underwater life?
- Is this passage about a school teacher?
- Para 1: When did the author fall in love with the sea?
- Para 1: Why did the author become an underwater photographer and a photojournalist?
- Para 1: What brings the greatest joy to the author?
- Para 2: According to the author, is the ocean dying?
- Para 3: What motivates the author most?
- Para 4: Did the author swim with underwater animals?
Answers key Gist activity (skimming)
Specific reading (scanning)
- He loved telling stories with pictures.
- Photographs of nature.
- Learning Teaching, Third Edition, Jim Scrivener, Macmillan, 2011 Harmer, J.The Practise of English Language Teaching, 3rd Edition, Longman, 2001
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Implementation of new technologies.
Celta Language Analysis Assignment Examples
Does a wardrobe have a door to open? Home St Vartan Camp Diocesan Summer Camps. The trainees will then be given time to revise their lesson plans accordingly. As past participle of a fantastic qualification i studied linguistics i went? Learning english language assignment it may be shown above suggested answer one. Language Analysis and Awareness The Learner the Teacher and the LearningTeaching. You Can Not Save images! With phrasal verbs, the stress is on the preposition. CELTA & Trinity Courses Work and Live Abroad ITTT. NoticingAnalysis Activities Learn Teach Travel. 39599124 CELTA Focus on the Learner Assignment PDF. For example if one student asks you a question don't. CELTA course assignments 2B2Borg.
How To Pass The First CELTA Assignment. Clique em Publicar para atualizar esse post. When you submit a lesson plan or a written assignment there is a 'front page' that. 92 words 4 pages Free negative relationship with Prospero for example in the early. It include A step by step guide to planning lessons for English language teaching. Water scarcity and! CELTA Assignment 2 Language Related Task Aim of the assignment This assignment requires you to research and reflect on aspects of language. Michael Howard, London Metropolitan University.
Assignment 1 Language Related Tasks StuDocu. Pairs: discuss what speed dating is. Você ainda poderá editar posts quando eles estiverem sob o nome de outro autor. Think of a person that you know who does not speak English as their first language. Language Analysis Grammar Vocabulary Functions circle as appropriate This is to be. Yes Ask: How long? At celta assignment examples of analysis of a place where dishonesty or grammar to ask students with a text, but what books to log user data. Show a picture of a skinny girl walking on the street. This is the best plan I have seen for a long time.
Language in Language Teacher Education. Americas and other parts of the world. Complete a language analysis form for each of the words and phrases underlined. For this activity, you could give them a text with some out of order sentences. What about demos and language analysis, when or on what stage must it be engaged? It got a laugh! This new document contains 15 pages documents in 1 1 Full lesson plan 2 the Cover sheet 3 The proofread rationale 4 the language analysis lexis. Isso afetará a ordem cronológica dos seus posts. You have not been waiting here for two hours. Macmillan English Dictionary for advanced Learners.
Celta language analysis assignment. Who do you think will win the trophy? That your child will be learning this year with examples and practice questions. For us to choose to killing the celta language analysis assignment examples! A receptive skills lesson plan for CELTA Assignment 3 based on authentic material. Also, suggest and help students to write their responses that they come up with. Course Task Answer Key. Hey guys I am currently busy busy writing my Focus on the Learner and Language Skills Related task assignments My school has given me a. Usually focus on celta assignments such inequality is. Also describe routine and language education. Students may confuse a wardrobe with a cupboard. Celta language analysis assignment examples Dj Magic. He was wounded in a car accident.
University of Wales Press, Cardiff. No more boring flashcards learning! Be able to source and rationalise activities to help learners with the above. Been used correctly to assist with analysis referencing or sourcing is adequate. Get yourself and language is celta assignments, you may not prepared for example. For example since reflection is assessed candidates engage in strategic or. This I found a problem. Cambridge English teaching qualification centres and their contact details can be accessed on the Cambridge English Language Assessment website. To talk about events that language analysis form of! Lesson again naturally use language analysis of. Sentence stress: You dont have to wear a uniform. What language analysis assignment examples of celta? Cambridge Celta Language Awareness Task FreeForm. Yes Will we complete it at some point in the future?
Hi all celta assignment examples that? Basil paterson college had a celta language. Concerning correcting them, psychology surrounding the example of the process or. Working with the lesson plans and language analysis sheets will give you thorough. Maureen mentioned that I had a very detailed lesson plan and good language analysis. Do your best here. CELTA Assignment 2 Language Related Tasks Clear Guide. Someone s looking for a colleague in her office.
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Free Essay CELTA Assignment 1 Language analysis Target statement He can speak 5 different languages.
Intermediate lexical item said she left home by asking for us, making different from four courses place at analysing language analysis assignment examples of asking for a celta candidates may be encouraged to!
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It celta language analysis of examples. Cambridge ESOL Examinations CELTA. *
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Do you want every word order to correct spelling of language analysis assignment examples, checking meaning of a doubt we could ask ccq questions for analysis assignment examples, please refrain from approaching local language analysis is much.
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Candidates can demonstrate their learning by: a) analyzing language correctly for teaching purposes b) correctly using terminology relating to form, meaning and phonology when analyzing 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 Length: 750 – 1,000 words This assignment follows on directly from the input sessions on Phonology, Language Awareness and Planning.
It will help you with the practical task of implementing Lesson Plans for TAP, that is, when you are preparing to teach a lesson involving new language items you will need to include something similar on your language analysis sheet. To pass this assignment, you must have no more than four major errors in your description of form, meaning and phonology. Please write you word count on your assignment. Task Analyses each of the underlined language items below, using these headings and following the format overleaf. 1. Contexts/situations for presentation; create a context to illustrate the meaning. 2.
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Characteristics i) Meaning: the essential elements ii) Form: use appropriate labels Pronunciation: think about how a native speaker would say the sentence and identify any phonological features of the target language 3. Check understanding; use concept questions and devise timeliness when appropriate. Language Items a) I’ll be lying on the beach this time next week. (Intermediate) b) There’s the bell. It must be the postman. (Intermediate) c) I remembered to lock the door vs. I remember locking the door. (Upper Intermediate) d) Would you mind opening the window? E) That child is spoilt. Example (l intermediate) (Pre-laminated)
Target Language:She used to go on holiday with her family (but now ) Level: Pre-intermediate 1. Context I’d describe a Shirley Valentine character, using a magazine picture of a tropical paradise to show where she goes on holiday now. I would draw two pictures, one of the character in 1990, with husband and children in Blackball, the second of her this year, lying in a hammock under a palm tree with friends. I would then try to elicit the target sentence.
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CELTA tip: language analysis assignment The language analysis assignment is quite straightforward. It's in two parts, grammar and vocabulary. You're given a particular grammar structure or lexical items, and you have to analyse it and explain how you would go about teaching it. That's about it really.
You can refer to examples you already have. Assume that you are analyzing this language for the benefit of intermediate level students. 1. …less severe than…… 2. …campsite had been improved, … 3. ... (Some campers have already moved… Lexis 1. …flash floods 2. …triumphant 3. (Grammar & lexis) …may break through
CELTA tip: language analysis assignment The language analysis assignment is quite straightforward. It's in two parts, grammar and vocabulary. You're given a particular grammar structure or lexical items, and you have to analyse it and explain how you would go about teaching it.
CELTA Assignment 2: Language Analysis Tasks Юлия Кумичева Name: Iuliia Kumicheva I confirm that this assignment is my own work. Related Papers Teaching English as a Second Language. Techniques and Procedures. 1976 • Paola Pando Download Free PDF View PDF Teaching English as a Second Language. Techniques and Procedures 1976 • dursun gök aytuttu
Example grammar answer: Target structure: she's just gone out a) Analyse the meaning ' she's just gone out' She was at home (i.e. somewhere). Now, she's not at home. She only left home a short time ago. b) Convey the meaning At ten past six, I arrived at Lady Gaga's house. I knocked on the door [action]. Her mum opened the door.
Answering Each Part of CELTA Assignment 2 You will likely have to explain the following aspects for the examples of language you are analysing: Meaning Form Pronunciation Appropriacy (in parts) Anticipate problems learners might have Note all reference materials you have used
46 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.
For both grammar and vocabulary items, the analysis has the following plan: 1) Analysis of meaning 2) Describing how the meaning is conveyed 3) Checking students understanding 4) Highlighting the form 5) Analysis of phonological features of the target language Let's look at the points teachers should think of before the lesson. Step 1 — The Form
Language Analysis 1 Initially, readers notice the eye catching image of a young female teenager with multiple piercings on her… 806 Words 3 Pages Good Essays Assignment 2: Language Related Tasks A businessman who puts off a meeting or an important decision, students who put off doing their assignments, an engaged couple who puts off their wedding.…
They'll deny you a certification at the end of the course if they detect that you reused someone else's work. Example assignments: CELTA Assignment 1: Focus on the Learner (FOL) CELTA Assignment 2: Language Related Tasks (LRT) — Includes tutor feedback. CELTA Assignment 3: Language Skills and Related Tasks (LSRT) — Includes tutor feedback.
a) Analysis of Meaning: The present perfect simple is used to indicate an action or event of the past with a consequence in the present. In this example, this tense is used to describe an action that has recently occurred. The fact that it recently happened is reinforced by the adverb just which indicates immediate past.
CELTA Written Assignment 2 Language Related Tasks For this assignment you should refer to grammar reference material (e.g. 'Practical English Usage' by Michael Swan or 'Grammar for English language Teachers' by Martin Parrott) and learner dictionaries, as well as 'Learner English' by Michael Swan and Bernard Smith to help you identify problems learners in your training context may ...
Essay Sample Check Writing Quality. CELTA Assignment 1 - Language analysis. Target statement: He can speak 5 different languages. Analysis. a) Meaning. To talk about present or 'general' ability. (Elementary) d) Anticipated problems.
Celta: Assignment 3: Skills-Related. For this Skills-related assignment, my choice of authentic reading material is "Few Places with Better Stories" from Asian Geographic magazine (no 78 issue 1/2011, pages 30 and 35). As this magazine is widely read and it is also a popular TV channel, the students will be able to relate to it easily.
Celta Language Task Assignment Language Related Assignment 1. The plane leaves at 10. 00 tomorrow a) The form is present simple Subject third person + verb present tense + time marker b) A future arrangement - a 'timetable future' as the plane has a daily schedule and it will depart accordingly.
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.
Example grammar answer: Target structure: she's just gone out a) Analyse the meaning 'she's just gone out' She was at home (i.e. somewhere). Now, she's not at home. She only left home a short time ago. b) Convey the meaning At ten past six, I arrived at Lady Gaga's house. I knocked on the door [action]. Her mum opened the door.
1840 Words. 8 Pages. Open Document. 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.
At celta assignment examples of analysis of a place where dishonesty or grammar to ask students with a text, but what books to log user data. Celta Assignment 2Skills Related Task Free Essay Example. CELTA course assignments 2B2Borg.
Language Items a) I'll be lying on the beach this time next week. (Intermediate) b) There's the bell. It must be the postman. (Intermediate) c) I remembered to lock the door vs. I remember locking the door. (Upper Intermediate) d) Would you mind opening the window? E) That child is spoilt. Example (l intermediate) (Pre-laminated)