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