CELTA Assignment Cover Sheet

To be completed by CELTA candidate

Submitted by: Danish Kaur PANNU

Assignment title: Language Related Task

Assignment number: 2

Number of words: 915 Commented [RE1]: good

Submitted on (date): 14.08.2023

This assignment is my original work and I have acknowledged all sources.

Full name: Danish Kaur PANNU

To be completed by CELTA tutor

Overall grade: PASS on RESUBMISSION

General comments:

Overall this is a solid and through analysis of the target language items. You have analysed the
meaning and use in context and have some really well focused CCQs and useful timelines to
check meaning. Your form analysis is generally accurate and you have identified relevant
aspects of pronunciation thoroughly. You have supported your analysis with a good range of
relevant reference materials. There a few areas that you need to look at again to be more
accurate and tidy up your analysis.

Please RESUBMIT just the following sections:

Interrupted past continuous:

Form: show the form of each of the tenses
Problems of Pron: focus this on the tenses in bold, not so much on the other parts of the
sentence.

Fed up:
Form: Refer to a dictionary and give a more accurate description of form

RESUBMISSION: Well done, Danish, you have made the changes to produce much more
accurate and focused analysis.

Rosie Edge 21 Auug 2023 Double marked and grade agreed Natalie Hideg 15.08.2023

When you resubmit, please add the changes to page two of this document. Do not resubmit a new
document, do not recopy anything from the original assignment, and do not respond to the
comments. Only fix the points above.
International House London Teacher Training

A MEMBER OF THE INTERNATIONAL HOUSE WORLD ORGANISATION

 Resubmission Date: 22.08.2023

INSERT RESUBMISSION HERE:

Interrupted past continuous:

Target I was looking through the ads in my local paper when I saw a job for …
Language

Form Past continuous + when + past simple

Was + verb ‐ing + when + V2 (2nd form of verb) Commented [RE2]: This is better.
You could also mention regular verb +ed, and irregulars are
different forms
Anticipated Problems and Solutions

P1. Some students may pronounce “was” S1. Model the pronunciation and drill “I
with a strong “a” sound, like, /wɑ:z/ or was” to teach the weak form in /wəz/
/wɒz/
S2. Model the pronunciation and drill. Give
P2. Some students may confuse the examples of homophones of saw – law
pronunciations of “saw” with “sow”. They
may say /səʊ/. Focus on the /ɒ/ sound (or /ɔ:/ sound) Commented [RE3]: MUCH better and more focused on
the target language

Target fed up
Language

Form Adjective.

Collocations: verb + fed up (am fed up; feel fed up)

fed up + preposition (fed up of; fed up with)
adverb + fed up (really fed up; absolutely fed up) Commented [RE4]: Much more accurate now

Pronunciation
fed up
Stress on “d” and linking between the two words. (/ˌfed ˈʌp/) Commented [RE5]: ok, good

Page 2 of 9
Language related task 750‐1000 words
Use the following checklist to ensure you have included everything in this assignment. Use this page as
your cover sheet.
Check that you have:

Meaning/use:

● analysed the meaning/use of the TL in the given context.

● analysed the TL and not the context (grammar)
● analysed only the words in bold (grammar)
● included CCQs for all four items.
● not used the TL in the CCQs (grammar)
● graded the CCQs.
● covered the full concept with the CCQs.
● included answers to the CCQs.
Form:
● identified what the structure is called eg. future perfect simple (grammar)
● analysed how the structure is made (grammar)
● sufficiently analysed the parts of speech eg separable phrasal verb (lexis)
● sufficiently analysed the grammar of the lexis eg. countable or uncountable noun
(lexis)
Pronunciation:
● used phonemes to help describe features of pronunciation of the target language in
bold.
● indicated the changes that take place in connected speech.
● indicated stress on all four items.
Bibliography:
● referenced all grammar books that you have used for items 1, 2 or 3.
● referenced all dictionaries that you have used for items 4 & 5.
Plagiarism
Trainees are reminded that plagiarism will not be tolerated. Candidates can help each other with lesson preparation, and
discussion of written assignments is acceptable, but candidates are required to confirm in writing that the assignments are
their own work. Any collaboration which results in the submission of substantially similar assignments is not acceptable, and
tutors will expect trainees to resubmit work which is identified as such. We are also unable to accept work that has been
taken directly from any source with minimal changes. Please note that Cambridge English Language Assessment takes
plagiarism very seriously and if this is suspected, may withhold the CELTA certificate.

Page 3 of 9
Berlin, 14th July

Dear Ian,

It was great to hear from you. I’m sorry I haven’t written sooner, but my mother hasn’t been
very well, so I’ve been looking after her. She’s a lot better now.

I was so pleased to hear about your promotion. You deserve it – you’ve worked so hard at
that job. Well Done! I wish you were here so we could go out and celebrate.

Actually, I’ve got some good news too – I’ve got a new job! You know I was fed up with my
old one. Well, one day I was looking through the ads in my local paper when I saw a job for
an English school administrator. As you know, I’ve been looking for a job where I could use
my English. So I applied for the job and got it. I’m really enjoying it and I’ve already learnt
loads of new things. I have to answer the phone, send out information and deal with any
problems students have. Actually, if I hadn’t got the job, I’d have gone to live with my brother
in England.

By the way, have you heard about Anna and Giorgio? They’ve called off the wedding. I’ve no
idea why, but Giorgio’s gone back to Italy and Anna’s refusing to talk to anyone about it. I feel
sorry for her parents – they’ve sent out all the invitations and now they’ve got to tell everyone
that the wedding’s cancelled. How embarrassing! Well, I suppose it’s better that they’ve split
up* now rather than after the wedding!

Apart from that, everything’s fine here in Berlin. Don’t forget that you’re always welcome to
come and stay – I’d love to see you – but not in August – I’m going on holiday to Spain* then.
I’ll send you a postcard!

Anyway, I must go now. Write soon and tell me how you are.

Lots of love, Pia

PS Guess what! I’ve finally passed my driving test.

Bold = lexical items

Underlined and bold = grammar structures

Page 4 of 9
Notes:
1 I was looking through the ads in my local paper when I saw a job for …

2 If I hadn’t got the job, I’d have gone to live with my brother.

.
3 I’ve finally passed my driving test.

4 promotion

5 fed up

Page 5 of 9
 Target 1 I was looking through the ads in my local paper when I saw a job for …
Language
Context Pia narrates how she found her new job in a letter to her friend.

Analysis
Meaning
Include: Pia was looking through the ads in the past, and at some point in this process, saw a job that
she was interested in. Commented [RE6]: You've just repeated the same
Meaning
Form language as in the context! However, you have the correct
Pronunciation CCQs: definition in the Form section
CCQs 1. Did Pia start looking through the ads before she saw a job? (Yes)
2. Was the action in progress when she saw a job? (Yes)
3. Did she stop looking through the ads? (Yes)
4. Why? (Because she saw the ad for a suitable job) Commented [RE7]: good

Form
Interrupted past continuous ‐ is used to talk about an activity that was happening in the past,
and was interrupted by one (complete) action in the past. Commented [RE8]: This is MEANING - see above

Past continuous + when + past simple Commented [RE9]: RESUBMIT

How are the two tenses formed? Break this down.
Pronunciation

I was LOOKing through the ADs … when I SAW a JOb for …

Stress on "look", "ad", "saw" and "jo"
Linking between "the" and "ads": /ði: æds / ; "when" and "I" : /wen aɪ / ; “I” and “was: /aɪ wəz/
Weak forms: "was" (/wəz/)
Not pronouncing /g/ in "looking" /'lʊkɪŋ/ Commented [RE10]: good, very thorough

Anticipated problems Solutions

Meaning P1: Ss may not understand the chronology of S1: CCQs 1,2,3. Show on a timeline:
the events, or may think that the act of Commented [RE11]: good
was looking
"looking" continued after Pia saw the ad. saw NOW

Form P1: Ss may use present tense "see" instead of S1: Explain (using timeline) that the action of
the past "saw". "seeing" happened in the past, so we need to
use the past tense. Commented [RE12]: ok

Pronunciation P1: Not understanding why “the ads” is not S1: Explain the change of sound from /ðə/ to
pronounced /ðə æds / /ði:/ before words starting with vowels.

P2: Pronunciation of “looking through” S2: Model the pronunciation and drill
with the contraction /'lʊkɪŋ 'θru:/ Commented [RE13]: RESUBMIT
You haven't focused your pron analysis on the words in bold -
(Word count: 247) you need to focus on the tenses
References: Workman, G., Concept Questions and Time Lines New ed. (Gem Publishing, 2008)

Page 6 of 9
 Target 2 If I hadn’t got the job, I’d have gone to live with my brother
Language
Analysis Meaning
Pia is talking about a past situation that did not happen, i.e. a situation in which she did not get
Include: the job, and the possible consequences of that situation, i.e. her going to live with her brother.
In reality, she did get the job and did not go to live with her brother. Commented [RE14]: excellent
Meaning
Form
Pronunciation CCQs:
CCQs 1. Is Pia talking about the past, present, or future? (Past)
2. Is it a real or imagined situation? (Imagined)
3. Did Pia get the job? (Yes)
4. Did Pia go to live with her brother? (No)
5. Is the situation in ‘if clause’ possible now? (No, she already got the job.) Commented [RE15]: excellent

Form
Third conditional ‐ also called the “Impossible Conditional” ‐ is used to talk about the
consequences of something that did not happen in the past.

if + past perfect , would have + past participle Commented [RE16]: good

Pronunciation
If I HADn’t got the JOb, I’d have GOne to live with my BROther.
Stress on “had”, “jo”, “go” and “bro”.
Linking between “got” and “the” ( /gɒt ðə/); “live” and “with” (/lɪv wɪð/)
Weak form in “I’d have”: /aɪd əv/ Commented [RE17]: good

Anticipated problems Solutions

Meaning P1: Ss may think that this is not an imaginary S1: Go back to context. Ask CCQ2,3,4
situation.

P2: Ss may confuse this with the meaning of S2. Ask CCQ5 Commented [RE18]: good
the 2nd conditional ‐ a condition that still has
the possibility to be true.

Form P1: Ss may forget the comma after the if S1: Emphasise the comma while describing
clause. the form.

P2: Ss may interchangeably use ‘would have + S2. Ask CCQ1. Since it is in the past, we need
past participle’ and ‘would + present to use the ‘would have + past participle’ form.
participle’.
S3. Go back to the form and say “we never use
P3. Ss may use ‘would’ after If ‘would’ after the ‘if clause’ Commented [RE19]: excellent
Pronunciation P1: Ss may miss the “not” in “hadn’t”. S1: Show contraction of “had” and “not” using
fingers. Commented [RE20]: ok

(Word count: 283)

References:
Swan, M., Practical English usage Fourth ed. (Oxford University Press, 2016)
Workman, G., Concept Questions and Time Lines New ed. (Gem Publishing, 2008)

Page 7 of 9
 Target 4 I was so pleased to hear about your promotion
Language

Context Ian got a promotion.

Analysis Meaning
Ian was raised to a higher rank at his workplace. Commented [RE21]: good
Include:

Meaning
CCQs:
Form 1. Is Ian working for the same organization as before? (Yes)
Pronunciation 2. Is he at a more important rank now? (Yes)
CCQs 3. What did he do to get this? (He worked hard at his job)
4. Is this a thing to celebrate? (Yes) Commented [RE22]: good

Form
Noun (countable or uncountable depending on context)

In this case, it is countable. Commented [RE23]: good, although you could also
mention what verbs collocate with this
Pronunciation
Weak form /ə/ in “pro”, stress on “pre” and “mo” Commented [RE24]: good. You could have copy/pasted
the whole word in phonemic script from the dictionary

/ә/
promotion

Anticipated problems Solutions

Meaning P1: Confuse job promotion with the S1: Refer to the context ‐ Pia says,”You
promotion of products, offers etc. deserve it – you’ve worked so hard at that
job.” Commented [RE25]: good

Form P1: May misspell as “pramotion” S1 and S2: Spell the word on the board. Commented [RE26]: good

P2. May misspell as “promoshun”

Pronunciation P1: For French speakers: /sɪɔ:ŋ/ for “‐tion” S1: Show the difference in English and French
pronunciation of “‐tion” sound. Model and
drill. /ʃən/ Commented [RE27]: good

(Word count: 177)

References:
Cambridge Advanced Learner's Dictionary & Thesaurus © Cambridge University Press

Collins COBUILD Advanced Learner’s Dictionary. Copyright © HarperCollins Publishers

Page 8 of 9
 Target 5 I was fed up with my old one.
Language
Context Pia is talking about her old job. She was fed up with it.

Analysis Meaning
Pia was unhappy/annoyed with her old job. She was tired of it. Commented [RE28]: ok, but doesn't time have an
Include: important role here?
Meaning
CCQs:
Form 1. Was Pia happy with her old job? (No)
Pronunciation 2. Did she want to change her job? (Yes)
CCQs 3. Was she feeling this for quite some time? (Yes) Commented [RE29]: good, you've mentioned time here

Form
Phrasal verb ‐ a verb form that is made up of two parts: verb + adverb particle Commented [RE30]: RESUBMIT
Is it? I suggest you look again in your dictionary
It is followed by “with” Collins Online Dictionary | Definitions, Thesaurus and
Translations (collinsdictionary.com)
Pronunciation Commented [NH31]: Specifically, check which word the
stress falls on

/ә/
fed up
Stress on “FEd”; weak form on “u”
Linking between the two words fed up Commented [RE32]: good, although there's no weak form
here
Anticipated problems Solutions

Meaning P1: May confuse the past of “feed” with “fed S1: Explain how phrasal verbs can mean
up” something completely different than their
individual parts. Commented [RE33]: good, yes it's idiomatic

Form P1: May use it with “have” instead of “to be”. S1: Explain that it is an action: “to be fed up”
E.g. I have fed up.

P2. Many speakers use “fed up of” informally. S2. Tell them that “fed up with” is the correct
This may cause confusion. form. Put the word “with” in the form. Commented [RE34]: good

Pronunciation P1: May pronounce the words separately S1: Model the pronunciation and drill the
stressing all the sounds. linking. Commented [RE35]: good

(Word Count: 208)

References:
Cambridge Advanced Learner's Dictionary & Thesaurus © Cambridge University Press

Collins COBUILD Advanced Learner’s Dictionary. Copyright © HarperCollins Publishers

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