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CELTA Assignment 2: Language-related Task (LRT)
Overview:
For this assignment you need to identify the form, meaning, use and pronunciation of two grammatical
structures, two lexical items, and one phrase (functions), and analyse them for teaching purposes
accurately and appropriately using the tables on pages 2, 3, and 4.
For each of the underlined parts in the marker sentences on pages 2, 3, and 4 you should identify:
a. The context in which they could have been used, i.e. the relationship between the people
involved, the setting, etc
b. The meaning
c. The use (if relevant)
d. The form
e. Significant aspects of pronunciation
In addition, you should think of the following:
a. A way to check understanding of meaning, use and form, e.g. a set of specific CCQs
b. Common anticipated learner problems in relation to meaning, use, form, and pronunciation
asdn
You should consult at least two appropriate sources and reference them in your assignment. Below,
you can find some recommended books and online sources.
Aitken, R. (2002). Teaching Tenses, ELB Publishing
Leech, G. (1991). An A-Z English Grammar and Usage, Thomas Nelson and Sons Ltd
Parrott, M. (2000), Grammar for English Language Teachers, CUP
Swan, M. (1996). Practical English Usage, OUP
https://dictionary.cambridge.org/grammar/british-grammar/
https://dictionary.cambridge.org/dictionary/english/
https://www.macmillandictionary.com/
Your assignment should be 750 – 1,000 words long.
Please upload the completed assignment l to the appropriate folder of your portfolio.
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LRT Assessment Criteria:
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
I confirm this is my own work:
Name: Edmond Kwame Amable Tawiah
Word count: 996
Date: 15/03/2025
*to be completed by the course tutor:
Grade: Select
Tutor comments:
Tutor name:
Double-marked: -
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Model sentence 1 (grammar):
‘If I hadn’t called them to double-check, I’d have gone there in vain!’
Context: The person is recalling a past situation where they prevented a
wasted trip by calling ahead.
Meaning and use: This is a third conditional sentence used to talk about a hypothetical
past event and its consequence.
Common learner problems Learners may confuse third conditional with other conditional types.
with meaning and use:
They may struggle to understand its unreal/hypothetical past nature.
Form: If + past perfect, would have + past participle.
e.g. If I had studied harder, I would have passed the exams.
Common learner problems Incorrectly using simple past instead of past perfect.
with form: Misplacing auxiliary verbs (e.g. "If I didn't call….. I would went …..")
Significant features of Contractions: "I'd (/īd/) and "hadn't." (/ˈhad(ə)nt/)
pronunciation: Weak form: "to" in to double-check.
Common learner problems Mispronouncing contractions.
with pronunciation: Incorrect stress on "douable-check" and "in vain"
Checking of understanding: Did I call them? (Yes)
Did I go there in vain? (no)
Could I have gone there in vain (Yes)
References used: Aitken (2002), Swan (1996).
Model sentence 2 (grammar):
‘I’m seeing Mary tonight to talk about our project.’
Context: A person is informing someone about a planned meeting with mary.
Meaning and use: The present continuous is used for a fixed future arrangement.
Common learner problems Confusing it with simple present (I see mary tonight).
with meaning and use: Not recognising that "see" can be dynamic.
Form: Subject + be (present) + verb-ing.
e.g. She's flying to Paris tonight.
Common learner problems Omitting auxiliary verb (I seeing mary).
with form: Using "will" instead (I will see Mary).
Significant features of Contraction: "I'm" (/īm/).
pronunciation: Weak form: "to" in "to talk".
Common learner problems Mispronouncing contractions.
with pronunciation: Incorrect stress on "tonight".
Checking of understanding: Is this happening now? (No)
Is it a definite plan? (Yes)
References used: Parrott (2000), Swan (1996) .
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Model sentence 3 (vocabulary):
‘My father kept telling me to study harder.’
Context: Someone is recalling a past habit of their father.
Meaning: "Kept calling" means repeated actions in the past.
Common learner problems confusing "kept" with started or tried.
with meaning:
Form: Keep + verb-ing.
E.g. He kept making the same mistake.
Common learner problems Using "keep to tell" instead of "kept telling".
with form:
Significant features of Stress on "kept."
pronunciation: Elision between "kept" and "telling" (/kɛpt ˈtɛlɪŋ/)
Common learner problems Mispronouncing "kept" as "keet."
with pronunciation: Not linking "kept" and "telling."
Checking of understanding: Did the father say this once? (No)
Did he say it repeatedly? (Yes)
References used: Leech (1991), Swan (1996).
Model sentence 4 (vocabulary):
‘I am looking forward to seeing you again next time you’re here!’
Context: A person is expressing excitement about a future meeting.
Meaning: "Looking forward to" means being excited about something in the
future.
Common learner problems Confusing it with "hope" or "expect."
with meaning:
Form: Look forward + verb-ing.
E.g. I'm looking forward to meeting your family.
Common learner problems Using " to see" instead of seeing.
with form:
Significant features of Linking in "looking forward to"
pronunciation: Weak form of "to" in "to seeing."
Common learner problems Mispronouncing "forward."
with pronunciation: mispronouncing "to" instead of using a weak form.
Checking of understanding: Am I excited about meeting again? (Yes)
Has it happened yet? (No)
References used: Parrott (2000), Aitken (2002).
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Model sentence 5 (function):
‘How about going to the cinema tonight?’
Context: A person is making a suggestion to a friend.
Meaning and use: Used to propose an activity.
Common learner problems Confusing "How about” with "what about" in different contexts.
with meaning/use:
Form: How about + verb-ing.
E.g. How about ordering pizza for dinner?
Common learner problems Using "to go" instead of "going."
with form:
Significant features of Intonation rising in "How about?" (/hɑʊ əˈbaʊt/)
pronunciation: Linking between "going" and "to."
Common learner problems Stressing "about" instead of "how."
with pronunciation: Not linking "going" and "to."
Checking of understanding: Am I suggesting something? (Yes)
Is it about a past event? (No)
References used: Swan (1996), https://www.macmillandictionary.com
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