CELTA written assignment: focus on language structure
The purpose of the assignment
The CELTA handbook explains that this assignment allows you to demonstrate that you can:
- analyse language correctly for teaching purposes
- correctly use terminology relating to form, meaning and phonology when analysing language
- access reference materials and referencing information you have learned about language to an appropriate source
- use written language that is clear, accurate and appropriate to the task
That's a lot to cover in 1000 words so you need to be concise and stay focused. This is not the place to discuss generalities.
 |
The structure of the assignment |
Your centre will probably give you a set of instructions for your
assignments. You'd be foolish to ignore these.
What follows is generic advice.
Most centres give you a choice of structures to write about, some may even give you a free hand.
This is in the genre of an Information Report and it has two parts:
- A brief introduction stating the focus
of the assignment and why you think the area is important.
For example,
I have chosen to focus on going to and the present progressive to talk about the future because expressing intentions and outlining plans are important communicative acts. - Now you need to analyse the structure
step by step. Include:
- Form:
For example, the present progressive is formed from the verb be + the present participle (-ing). The verb, be, changes (am, is, are etc.) depending on person. The negative and question forms are formed as follows ... - Meaning:
For example, we use going to most frequently to speak about intentions we have now for the future. (E.g., I am going to talk to my father about it. It is also used for ... - Pronunciation:
For example, The pronunciation of the participle ending (-ing) often contains a nasalised consonant, /ŋ/, which some learners find difficult. However, in rapid speech, the sound is often reduced to /n/ rather than /ŋ/. We have, therefore, /'hʌnt.ɪŋ/ or 'hʌnt.ɪn/.
For this part, you'll need to access the guide to basic features of phonology or, if you are feeling strong, follow the short course in learning how to transcribe.
- Form:
- If you have the space, you may like to include a brief conclusion saying why the structure may cause problems for learners from certain language backgrounds. You can also include this in the analysis, of course.
Graphically:
 |
Investigating the language structure |
Before you start, review the guide to Topic 2 of the CELTA syllabus.
In that guide, you were directed to sources of help and information:
| A Basic Training Course | This is a pre-CELTA course and this part will introduce you to some key grammar analysis. |
| A short Language Analysis Course | This course covers the elements of pronunciation, words, phrases, clauses, sentences and text structures. |
| A Simple English Grammar | This is written for elementary students and will help you to explain simply some grammatical ideas in the classroom. |
| Grammar reference materials | For a list of grammars and some comments about which to use. |
| Search ELT Concourse | If you are looking for something specific you have decided or been told to teach. |
| the CELTA index |