CELTA | 2024

Language Related Task

Full name: Polina Kholodiakova
1st sub 2nd sub
Assessment Criteria (Met/Not (Met/Not
met) met)
1. Analyses language correctly
Not Met

2. Uses terminology correctly

Met

3. Shows evidence of having accessed appropriate reference materials, i.e.

give the name of at least one book that you have used to research the area Not Met

4. Uses clear, accurate and appropriate language

Met

5. The assignment meets the 750-1,000-word count requirement

Met

Write 'yes'
where Date 1st marker 2nd marker
needed

Pass

Resubmission Needed Yes 06.04.2025 J Halsall

Pass on Resubmission

Fail on Resubmission .
Overall Comment on 1st submission
Good work here Polina. Just a few things to look at for resubmission
 Grammar: add to the meaning; improve your CCQs by asking them in context and improve the
timeline; be more specific with your solution to the first problem of meaning, think of a more
likely problem of form
 Functional language: Rethink sentence stress and add intonation; make your first CCQ clearer
 Vocabulary 1: clarify the main stress on the phrasal verb; write the source of your definition;
give a more specific solution to the problem of form and think of a problem of pronunciation
related to the phrasal verb itself.
 Vocabulary 2: All OK but look at my comments about another possible form problem
 Add your bibliography, not just the recommended resources
Overall Comment on 2nd submission

A. Shalamay, 2024
2

Language Related Task

This assignment is very similar to the language analysis you submit for your TP.

You will choose and analyse 1 grammar item, 1 functional language exponent and 2
vocabulary items from the list on the next page.

Instructions: You will find the instructions on the next page of the assignment. The
assignment must be written in this file and saved as a Word document (.docx).

Word count and accuracy: The word count for this assignment is 750-1,000 words. Please
be sure to check the word count and proofread your assignment before submitting it.
 To know how many words you have written, you can copy-paste all the text you have
written (without the bibliography and the appendices) here:
https://wordcounter.net/.
 For proofreading, you can use the free Grammarly plug-in for Microsoft Word:
https://www.grammarly.com/microsoft-office

First and second submission: Please use the white boxes for your first submission. If you
need to resubmit this assignment later, you will use the green boxes for the second
submission. Whether you pass on first or second submission does not affect your certificate
grade in any way, but you must pass 3 out of 4 assignments to be eligible for a PASS.

Please do not remove or resolve the trainers’ comments if you resubmit this assignment.
If the assignment has appendices that you need to resubmit, do not delete the old
appendices, but add new ones instead.

Referencing: In the body of the assignment, you should refer to at least one published
source from the CELTA library. For the bibliography (and appendices, if necessary), use the
last page(s) of this assignment, where you will also find the list of recommended reading.
For an in-text quote (direct or paraphrased), you can use the following format: text quote
(Author, Year, p. ##).

 I have read the instructions above.

 I confirm that this assignment is my own work.
 I confirm that my work is between 750-1,000 words.

Word count: 887

Write your full name here: Polina Kholodiakova
3

A) List of items

Choose 1 item to analyse from each section (4 items in total).

When choosing the items, please pick:

 2 items from the beginner/elementary/pre-intermediate level
 2 items from the intermediate/upper-intermediate level

If the marker sentence is given (grammar and functional language), do not change it.

For each item or marker sentence, design your own context that would convey the
meaning best.

Section 1. Grammar:
 I have a little money left (beginner).
 I have been to the USA twice (elementary).
 John isn’t answering his phone. He must have gone out (intermediate).
 If only he’d asked me earlier! (upper-intermediate)

Section 2. Functional language:

 Why don’t you wear your black suit? (elementary)
 Would you mind opening the window? It’s very hot in here. (pre-intermediate)
 Excuse me! I was wondering what time the bank opens. (upper-intermediate)
 Bear with me a minute! (upper-intermediate)

Section 3. Vocabulary 1:
 to work out (elementary)
 to drop smn/smth off (pre-intermediate)
 to put up with (intermediate)
 to make do with (upper-intermediate)

Section 4. Vocabulary 2:
 indoors (elementary)
 noisy (elementary)
 ambitious (intermediate)
 likely (intermediate)
4

B) Grammar analysis: first submission

Grammar
What’s the name of your Target Language?
Present perfect simple

Context
How will the target language first appear in the lesson? Thinking about your framework (PPP, text-based, TTT)
will help.
Ss will be listening to a short dialogue about travel experiences. One of the speakers says, “I have been to
the USA twice”

Marker sentence(s)
This is the example sentence(s) with the TL that the students will see/hear during the context setting and
clarification
I have been to the USA twice.

Meaning
Use the sources from the CELTA library or the language bank from your course book (if present) to explain the
meaning of the structure. Focus on the meaning/usage(s) you are covering in today’s lesson if there are many.
The present perfect is used here to talk about past experiences that occurred at a non-specific time in the
past before now. The number of the times is mentioned, but the time is not important.

Here it might be useful to illustrate the tense using a timeline with Xs in the past section.

Checking understanding
Write the CCQs (with answers) that you are planning to use with the Sts.

If you are also using timelines, percentage clines, categorising etc, you can add screenshots of those here.
1) Are the events in the past or happening now? (in the past)
2) Do we know when they happened? (no)
3) Is the time of the events important? (no)
4) Could he do it again? (yes)

Form
Break down the form of the structure for your Sts to see and remember.
Subject + have/has + past participle + additional information
5

The auxiliary verb have/has is often contracted as ‘ve/’s in informal language (e.g. I’ve been, she’s seen).
When negating have/has, the contraction moves to the end of the word in informal language (I haven’t
been, she hasn’t seen)

Phonology
Transcribe the marker sentence(s) and mark the features you are going to work on in class.
You can use https://tophonetics.com/ to start, but then proofread for the weak forms, other features of
connected speech (linking, assimilation etc.), add sentence stress and intonation (if it’s a relevant part of
the TL).
/ ‘aɪ həv bɪn tə ðə juː ɛs’eɪ twaɪs /
Weak forms: have - /həv/ or /əv/ been to - /bɪn tə/
Sentence stress: I have been to the USA twice. Stressed words: been, USA, twice

Anticipated problems and solutions

Describe what potential mistakes (or misunderstandings) your Sts might make and how you are going to
correct them. Give specific examples of mistakes or write ‘none’ if you cannot come up with any.
Meaning:
P: Ss might confuse it with past simple (I went to the USA twice)
S: Contrast present perfect and past simple in different contexts

P: Because of the name ss might think this tense refers to actions in the present
S: Explain that the word ‘present’ refers to the form of has rather than timing

Form:
P: Ss might not know when to use have or has
S: Explain that has is used for third person singular and uncountable nouns, otherwise we use have

Pronunciation:
P: ss might forget about weak forms
S: drill and model natural pronunciation
6

C) Grammar analysis: resubmission

(trainers will leave the parts that need to be worked on and delete the rest)

Meaning
Use the sources from the CELTA library or the language bank from your course book (if present) to explain the
meaning of the structure. Focus on the meaning/usage(s) you are covering in today’s lesson if there are many.
The Present Perfect Simple is used to talk about experiences people have had at some time in their lives.
When it happened is not specified. (Graham Workman, CCQs and Timelines, 2005, OHT17).

The Present Perfect Simple is used here to talk about a life experience that occurred at an unspecified
time in the past. The exact dates are not important—what matters is that the experience happened before
now and still has some relevance to the present (e.g., it's part of what the speaker has done in
life).According to Scrivener (2011, p. 259), this usage focuses on “experiences with no specific time
mentioned, especially with ever, never, before, already, yet, and number of times.”

Checking understanding
Write the CCQs (with answers) that you are planning to use with the Sts.

If you are also using timelines, percentage clines, categorising etc, you can add screenshots of those here.
1) Did he go to the USA at some time in his life? (yes)
2) Do we know when he did this? (no)
3) Is he still alive? (yes)
4) So is this experience still with him in the present? (yes)
5) What do we say when he is no longer alive? (He was in the USA twice) (Graham Workman, CCQs
and Timelines, 2005, OHT17)

Anticipated problems and solutions

Describe what potential mistakes (or misunderstandings) your Sts might make and how you are
going to correct them. Give specific examples of mistakes or write ‘none’ if you cannot come up
with any.
Meaning:
S: contrast the use of present perfect for experiences and past simple for specific time in the
past, finished actions. (I’ve been to the USA twice vs I was in the USA in 1984/My great-
grandmother was in the USA twice)

Form:
P: ss might confuse the prepositions and say “I’ve been in the USA twice”. This confusion often
takes place because both forms exist in English, but they convey different meaning and are used
for different functions
S: highlight that have been to refers to visit or travel experience; have been in means someone
was located/stayed in said place, often for a duration of time
I’ve been to Spain – I visited and came back
I’ve been in Spain for two weeks – I stayed/worked/lived there
 D) Functional language analysis: first submission
Functional Form Pronunciation Meaning Conveying Meaning Checking Anticipated Problems and
exponent Analyse the exponent on the Understanding of Solutions with MFP
left in an easy-to-remember Use the IPA script and What is this How will the item appear in Meaning Give examples of potential
Give the marker form: show the sentence stress functional exponent the lesson? mistakes your Sts might make
CCQs with answers,
sentence here state the ‘fixed chunks’ and and intonation used for? (Briefly describe the short story in MFP and explain how you are
you’re telling/bit of dialogue asking for a
generalise the parts that can going to correct them.
the Sts are listening to etc.) synonym/antonym/exa
be changed
mple etc.
Excuse me! I was (Excuse me!) I was | ɪkˈskjuːz miː | The phrase is used Ss listen to a Is this a question or a Meaning:
wondering what wondering + question word to request conversation, one person statement? (a P: ss might think that was
ˈaɪ wəz
time the bank + subject + verb information politely asks a stranger for question) refers to the past rather than
opens. Or ˈwʌndərɪŋ wɒt and indirectly, to information. Is it direct or indirect? being a polite way to ask a
(Excuse me!) I was ˈtaɪm ðə bæŋk soften the question - Excuse me! I was (indirect) question
wondering + if/whether + ˈəʊpənz | wondering what time Is it polite or rude? S: clarify that it happens to be
subject + verb the bank opens. (polite) more polite, not to link to the
- At ten a.m. What is the direct past. Explain and emphasize
version of it? (what the difference:
time does the bank I wonder what tiem the bank
open?) opens – neutral, present
Can we use this I was wondering that time
phrase to ask for the bank opens – polite, also
other information? present, request for
(yes) information
Example?
Form:
P: ss might use question word
order and say ‘I was
wondering what time does
the bank open’
S: emphasize word order in
indirect questions, that we
don’t use auxiliary verbs in
them

Pronunciation:
P: ss might pronounce /wɒz/
instead of /wəz/
S: model and drill weak forms

A. Shalamay, 2024
8

E) Functional language analysis: resubmission

(trainers will leave the parts that need to be worked on and delete the rest)

Pronunciation Checking
Understanding of
Use the IPA script and
show the sentence stress Meaning
and intonation CCQs with answers,
asking for a
synonym/antonym/exa
mple etc.
/ɪkˈskjuːz miː | aɪ wəz Is the person asking
ˈwʌndərɪŋ | wɒt taɪm ðə politely? (yes)
bæŋk ˈəʊpənz/ Are they asking about
the past? (no)
Sentence stress: EXCUSE Do they expect
me | I was WONdering | information in return?
what TIME the BANK (yes)
OPens Can we use “I was
wondering” for other
Intonation: Rising questions? (yes)
slightly at Excuse me,
then falling at the end of
the question

Weak
forms: was /wəz/the /ðə
/
9

Item Form Pronunciation Meaning Conveying Meaning Checking Anticipated Problems and
Understanding of Solutions with MFP
The word or phrase in Part of speech and its Use the IPA script Definition of the term (preferably How will the item appear in Meaning Give examples of potential
its dictionary form specific features (what and show the graded for the Sts’ level) the lesson? mistakes your Sts might make
CCQs with answers,
sort of noun/verb/adj stress. (Briefly describe the short story in MFP and explain how you are
you’re telling/bit of dialogue asking for a
etc. is it?) going to correct them.
the Sts are listening to etc.) synonym/antonym/exa
mple etc.
To put up with Phrasal verb /tu ˈpʊt ˈʌp wɪð/ To accept or continue to accept Ss listen to a dialogue, If you put up with Meaning:
(transitive, someone or something that is one speaker talks about a smth, do you like it? P: ss might confuse ‘to put
inseparable) Stress on ‘put’ unpleasant or not desirable noisy neighbour that they (no) up’ (to raise smth or fix in
and ‘up’ do nothing about, saying, Is it smth positive or raised position) and ‘to put
Weak form of to ‘I just put up with it’ negative? (negative) up with’
(/tə/) in fast Do you complain or S: explain the difference in
speech accept it? (accept it, meaning, provide clear
Possible linking: maybe complain a bit) contrasting examples (put up
‘put up’ sounds a picture on the wall – to
like /pʊdʌp/ hang, put up with his
nonsense – tolerate)

Form:
P: ss might think that the
phrasal verb is separable and
errors like “I put up his
nonsense with” might occur
S: emphasize that the verb is
inseparable, provide clear
examples

Pronunciation:
P: ss might struggle with
weak ‘to’ and pronounce it
too strongly
S: demonstrate natural
pronunciation, drill

noisy Adjective (gradable: /ˈnɔɪ.zi/ making a lot of noise, having a lot Ss read part of online If a place is noisy, do Meaning:
comparative noisier, of sounds forum where people you hear a lot of P: ss might confuse noisy
superlative the discuss if their neighbours sounds? (yes) with annoying, not loud
noisiestG are noisy. Is it quiet? (no) S: set examples (noisy street
10

“My neighbours are so If a person is noisy, do vs annoying person)

noisy; they always have they make a lot of
loud parties and listen to sounds? (yes) Form:
music!” Would you like to P: ss might spell noisey
have noisy instead of noisy
neighbours? (no) S: model spelling, explain the
pattern: noise - noisy

Pronunciation:
P: ss might pronounce the /z/
as /s/
S: model and drill
pronunciation

F) Vocabulary analysis: first submission

11

G) Vocabulary analysis: resubmission

(trainers will leave the parts that need to be worked on and delete the rest)

Item Pronunciation Meaning Anticipated Problems

and Solutions with MFP
The word or phrase in Use the IPA script Definition of the term (preferably Give examples of potential
its dictionary form and show the graded for the Sts’ level) mistakes your Sts might make
stress. in MFP and explain how you are
going to correct them.
To put up with /tu ˈpʊt ˈʌp wɪð/ To accept or continue to accept Form:
someone or something that is S: substitution drill
Main stress on unpleasant or not desirable I put up with his nonsense
‘up’ Cambridge dictionary (2025) T: I - she
Weak form of to Ss: she puts up with his
(/tə/) in fast nonsense
speech T: his nonsense – her
Possible linking: colleague
‘put up’ sounds Ss: she puts up with her
like /pʊdʌp/ colleague
T: her colleague – their
clients
Ss: she puts up with their
clients

Pronunciation:
P: stress might be placed
incorrectly, or with might be
overly pronounced
S: drill stress and linking.
Backchain drills might be
handy here
With it – up with it – put up
with it – I put up with it
Bibliography
Below, please list all the resources you have used while writing this assignment. You can
use this bibliography generator (any style) to help you:
https://www.mybib.com/tools/harvard-referencing-generator

Example: Scrivener, J. (2011). Learning Teaching. MacMillan.

List the resources you used here:

1. …Workman, G. (2005). CCQs and Timelines. Chadburn Publishing.
2. Scrivener, J. (2011). Learning Teaching. MacMillan.
3. https://dictionary.cambridge.org/dictionary/english/

Recommended Resources
4. Workman, G. (2005). CCQs and Timelines. Chadburn Publishing.
5. Parrott, M. (2004). Grammar for English Teachers. Cambridge University Press.
6. Swan, M. (2016). Practical English Usage. Oxford University Press.
1) https://dictionary.cambridge.org/dictionary/english/

A. Shalamay, 2024