To be completed by CELTA candidate
Submitted by: Jarold Márquez
Assignment title: LRT
Assignment number:
Number of words: 1093 - 750-1100
Submitted on (date): 18/01/2024
This assignment is my original work and I have acknowledged all sources.
Full name: Jarold Enrique Márquez Márquez
To be completed by CELTA tutor
Overall grade:
General comments:
PART ONE
If scientists invented a pill which, if you took it, would keep you awake
forever, would you take it? (grammar)
Meaning: To discuss theoretical or amazing situations from the past, and
the imaginable emerges. It refers to situations or situations that did not
occur but were foreseen in a past context.
Timeline
Reality hypothetical scenario
Scientist cannot make the if they could, you would take the
pill pill?
CCQs:
1. This situation happened in the past?
R: No
2. Are we speaking about a real situation or is it just imagination?
R: It is not real and it is just imagination
3. Is there a pill invented and did the person take the pill?
R: No, there is not a pill invented, so nobody took it.
Anticipated P&S:
P: Students might confuse the first conditional with the second conditional.
S: Emphasize the first conditional related to real situations and the second
conditional related to hypothetical or imaginary situations
Form.
If scientists invented a pill which, if you took it, would keep you awake
forever, would you take it?
Structure:
If + past simple + would + infinitive
Main clause (would + infinitive), If condition (simple past)
Anticipated P&S:
P: Students could confuse the modal would with the simple future auxiliary
will.
S: Use graphics as visual aids to show the differences between reality and
imagination
Pronunciation.
Stress sound
If scientists invented a pill which, if you took it, would keep you awake
forever, would you take it?
Anticipated P&S:
P: Students could pronounce the letter L as the strong intonation of the
word
S: Use the IPA international phonemic alphabet to show the correct
pronunciation of the word.
Weak structure
"Would" (/wəd/)
References:
Mark Hancock - Pronunciation in use – Cambridge University Press
Raymond Murphy - Grammar in use- Cambridge University Press
PART TWO
TARGET LANGUAGE ANALYSIS SHEET
CANDIDATE NAME: Jarold Márquez
TP NUMBER: 3 LESSON Lexis
TYPE:
TARGET ITEM (e.g. Vocab, Marker Sentence, Functional chunk)
vocabulary in the context of a new home People , Children
MEANING
Irregular plurals: Certain nouns change completely in their plural form
MEANS TO CHECK UNDERSTANDING (eg CCQs, Timelines, synonyms, etc.)
1. Do the word children refer to one young person?
2. Is it ok to say “the children are playing”?
3. Can we use the word people to talk about one person?
4. is the word people the same as the word person?
POTENTIAL PROBLEMS & SOLUTIONS WITH MEANING
PP:
Students may confuse if people and children are plural
S: Make it clear that "people/ children" are the plural of "person/child " and refers to a
group of individuals. Use examples such as "One person is here" and "Many people are
here" “ the child is playing” “the children are playing “to illustrate the difference.
FORM (Part of speech, or grammatical breakdown)
Part of speech: Noun - Countable
Break down:
Child - Children
Person- People
Usage: Refers to more than one person or a group of individuals. It generally takes plural verbs
Both "children" and "people" are plural nouns, but they are used differently and may require
different verb forms depending on the context, but the word People may sometimes take a singular
verb when referring to a collective group (e.g., "The people are happy" vs. "The people in the group
is large").
POTENTIAL PROBLEMS & SOLUTIONS WITH FORM
PP: Learners may confuse the plural noun "people" with the singular form "person."
example: learner might say, "There is many people."
S: Distinguish Between Singular and Plural:
Clarify that "person" refers to one individual, whereas "people" refers to more than one.
PRONUNCIATION (IPA, Stress, linking, intonation)"People"
IPA:
/ˈpiː.pəl/
ˈtʃɪl.drən
Count of the two syllable
peo-ple
Chil- dren
POTENTIAL PROBLEMS & SOLUTIONS PRONUNCIATION
People:
PP:
Students may mispronounce at it is written due to L1 interference
S: 1. Repetition and pronunciation exercise
2. Visual Aids: Show how mouth positions change for different vowel sounds and stress
patterns to help learners understand the differences.
Children:
PP: Incorrect vowel sound in the second syllable due to L1 interference: Learners might
pronounce the second syllable in "children" as /ɪ/ instead of the schwa /ə/, resulting in an
unnatural pronunciation.
S: Teach the schwa /ə/: Explain that the second syllable of "children" uses the schwa
sound, which is a quick, unstressed vowel sound common in English.
Sources and References
FACE2FACE Second Edition Elementary /Christ Redstone & Gilli Cunningham /Cambridge University
Press /First publishing 2012 /page 58
Mark Hancock / Pronunciation in use – Cambridge University Press
IH MEXICO - CELTA
TARGET LANGUAGE ANALYSIS SHEET
CANDIDATE NAME: Jarold Márquez
TP NUMBER: 4 LESSON Grammar Simple Present
TYPE:
TARGET ITEM (e.g. Vocab, Marker Sentence, Functional chunk)
1. PS: The man usually travels by train
MEANING
Simple present is used to refer habitual actions or things that happen regularly, also to describe
general truths or conditions that are part of a daily lifestyle, example: I have breakfast at 7 AM
every day. (habit)
Water reaches its boiling point at 100°C. (general truth)
He gets tired after work. (state)
MEANS TO CHECK UNDERSTANDING (eg CCQs, Timelines, synonyms, etc.)
Timelines: Show time lines for present simple and present continuous to ensure students
understanding
The man usually travels by train
Past ------------------------- Now ------------------------ Future
(habit) (habit) (habit)
CCQ:
Is this a regular action? R/ Yes
This action continues through the time? R/ yes , it is a routine
POTENTIAL PROBLEMS & SOLUTIONS WITH MEANING
Problem: Students could use the present simple for all types of tenses due to the lack of
grammatical structure at the elementary level they are at.
Solution: Clarification about use:
Use the Present Simple for habits, routines, and facts that are consistent.
CCQs: Are these actions habits that happen in the past?
FORM (Part of speech, or grammatical breakdown)
Simple Present is used to describe routine activities, universal truths, or established facts.
Tense Affirmative Form Negative Form Interrogative Form
Present Simple Subject + base verb Subject + do/does + Do/Does + subject +
(+ -s/-es for 3rd) not + base verb base verb?
POTENTIAL PROBLEMS & SOLUTIONS WITH FORM
Problem:
Students could be confused when using the auxiliary DO, thinking that it is a base verb and not
an auxiliary verb.
Solution: "Do" is an auxiliary (helper) verb that plays an important role in forming questions,
negative sentences, and emphatic statements in the simple present tense. It doesn't hold the
main meaning of the sentence, but rather helps with the sentence structure. In these cases, "do"
assists in making the sentence grammatically correct, especially in questions and negatives.
CCQs:
Is do a main verb or just an auxiliary to ask questions and create negative statement?
R/ it is not a main verb, it is an auxiliary
PRONUNCIATION (IPA, Stress, linking, intonation)
Pronunciation (IPA):
Present simple:
For most subjects, the verb is in its base form:
I work [aɪ wɜːk], you work [juː wɜːk], we work [wi wɜːk], they work [ðeɪ wɜːk].
Linking words: After consonant in the Simple Present, words often link smoothly together:
She works every day → [ʃiː wɜːks ɛvri deɪ]
POTENTIAL PROBLEMS & SOLUTIONS PRONUNCIATION
Problem:
Students might pronounce Does as written words due to L1 interference
Solution: Model correct pronunciation and use of repetitions T-Ss
Problem:
Students might pronounce robotic word by word example I-work-in –the office
Solution:
In English, certain syllables in words are emphasized more than others, graph model of linking
words to join words consonant-vowel
Sources and References
FACE2FACE Second Edition Elementary /Christ Redstone & Gilli Cunningham /Cambridge
University publishing Press /First 2012 /page 67
Mark Hancock / Pronunciation in use – Cambridge University Press
