Assignment 2: Language Related Tasks

NAME_____Noha Sayed_____________________________

I confirm this is my own work. Signature, please. ___Noha Sayed___________________________________

Assessment criteria. Candidates must be able to: 1st sub 2nd sub

- analyse language correctly for teaching purposes

- correctly use terminology relating to form, meaning and phonology when analysing
language

- use suitable means for conveying and checking the meaning of target language

- access reference materials and reference information they have learned about to an
appropriate source

- use written language that is clear, accurate and appropriate to the task

Yes/No Date 1st marker 2nd marker

PASS

RESUBMISSION
NEEDED
PASS ON
RESUBMISSION

FAIL ON
RESUBMISSION
Overall Comment:
750 - 1,000 words

This assignment is designed to help equip you with the skills necessary for analysing language –
grammar and vocabulary – for the classroom. It will offer a clear and helpful framework for doing so,
and you will use this framework as part of your lesson planning from lesson three of the course (see
the language analysis sheets in your lesson planning documents).

It is divided into two parts: in part one, you should analyse the three listed grammatical structures,
and in part two, analyse the two lexical items. See the specific rubric for each part.

Note that you are required to do some reading and research and you should include a
bibliography at the end of the assignment referring to sources you have consulted. Here are some
recommended books.- one or two will be enough.

 “Grammar for English Language Teachers” by Martin Parrott (CUP, 2000)

 “Practical English Usage” by Michael Swan (OUP, 1980)
 “How English Works” by Michael Swan and Catherine Walter (OUP, 1997)
 “Essential Grammar in Use” by Raymond Murphy (CUP, red 1990)
 “English Grammar in Use” by Raymond Murphy (CUP, blue 1985,)
 “Teaching Tenses” by Rosemary Aitken
 “How to Teach Vocabulary” by Scott Thornbury
 A good dictionary e.g. the Oxford Advanced Learner’s Dictionary
 http://www.elt-training.com/course?courseid=celta-toolkit

A pass assignment shows that a candidate can:

 analyse language correctly for teaching purposes;

 correctly use terminology relating to form, meaning and phonology when analysing language
 use suitable means for conveying and checking the meaning of target language
 access reference materials and reference information they have learned about to an
appropriate source
 use written language which is clear, accurate and appropriate to the task.

Possible pitfalls that might lead to a resubmission:

1. Using inappropriate concept checking questions (look at notes from input session and
handouts provided).
2. Not being specific enough when analysing the form of the grammar.
3. Not fully answering the questions on form and phonology when analysing lexis.
4. Not providing a bibliography.
Example A - Grammar
Model sentence: At 9 o’clock, I was watching.
a) Analyse the meaning (as if you were
writing notes for a colleague or yourself).
b) Describe how you would convey the
meaning in order to elicit the target
language from students (e.g. context,
supporting visuals. Do not include the
TL (target language) as part of how you
convey it as you will be aiming to elicit it
from the learners.)
This is your context.
c) Check students’ understanding of the
meaning of the underlined target
language (using concept questions, and
timelines if appropriate).
d) Anticipate a problem or problems that
learners might have with the meaning and
suggest solutions.
e) Highlight the form of the underlined target
language as if you were doing it for students
in the classroom. Name the structure.
f) Anticipate a problem or problems that
learners might have with the form and
propose solutions.
g) Identify and highlight key phonological
features of the entire sentence (e.g.
sentence stress and weak forms).
h) Anticipate a problem or problems that
learners might have with phonology and
propose solutions.
Elementary
We use here the past contious to indicate that an action was in progress
at a specific time in the past.
Yesterday I watched a movie, I began at 8 o’clock and finished it
at 10 o’clolck. So at 9 o’clock I was………
Elicitation: I will ask them to complete this sentence “ so at 9
o’clock I was ……..
Did I start the movie before 9 o’clock? Yes
Was I still watching tv after 9 o’clock? Yes
Was this action in progress or ongoing at 9 o’clock? Yes
9 o’clock
P: Learners might not understand that might not understand the
meaning of in progress or ongoing actions.
S: Use a timeline and CCQs to reinforce this
Past Continuous
At 9 o’clock, I was watching TV.
subj + was/were + (verb)-ing
P: students use inf form of the verb instead of ing.
P: students say I were instead if I was.
.
S: Highlight form on board, particularly the endings. Use
coloured pens to highlight. Ask learners to copy from the board.
At 9 o’clock, I was watching TV.
It is a weak form. \wəz\
\ŋ\ sound for ng
P: they might pronounce was with a long vowel instead of the
weak form.
S: drill how it is shortened when we use it for past continuous.
If I meet him, I’ll tell him Tutor comments
everything.
{intermediate}
a) Analyse the meaning This sentence indicates a future result to a realistic
(as if you were writing possibility in the present or future.
notes for a colleague or
yourself).
b) Describe how you When I woke up this morning and opened the fridge, I
would convey the found my brother’s chocolate. I was very hungry so I ate
meaning in order to
it all. But I feel guilty. So I decided to tell him once he
elicit the target
language from students comes home.
(e.g. context,
supporting visuals. Do I will elicit from the students by writing: if I …., I …….
not include the TL
(target language) as
part of how you convey
it as you will be aiming
to elicit it from the
learners.)

c) Check students’ Did her brother know anything? No

understanding of the Is she going to tell him in the future? Yes
meaning of the Is it possible for her to meet her brother soon? Yes
underlined target
language (using
concept questions, and
timelines if
appropriate).
d) Anticipate a P: Ss might confuse between zero and first if conditional.
problem or problems P: Ss might think that it is about present only.
that learners might
have with the meaning S: I will ask ccq’s and make sure that they know that first if
and suggest solutions. conditional is for
e) Highlight the form
of the underlined target This sentence is divided into two clauses.
language as if you were Condition clause = if + present simple.
doing it for students in Result clause = future simple {will\’ll + verb in the base form}
the classroom. Name Will can be replaced by {may-might-can}
the structure. A comma separates the clause only when starting with the
condition clause.

f) Anticipate a P: Students might not be aware of the past participle of

problem or problems irregular verbs. Thus it could be challenging for them to
that learners might have
use this tense correctly.
with the form and
propose solutions. S: Revision of most widespread past participle forms will
solve this problem, as well as drilling them.
g) Identify and
highlight key If I meet him, I’ll tell him everything.
phonological ɪf aɪ mit hɪm, aɪl tɛl ɪm ˈɛvriˌθɪŋ.
 features of the entire
sentence (e.g.
sentence stress and intonation: rising\falling
weak forms). sentence stress= meet\ tell \ everything
{content words}
weak form= him
contraction: I’ll

h) Anticipate a P: Ss may have difficulty in pronouncing the contraction

problem or problems of I will {I’ll}
that learners might
have with phonology
and propose solutions. S: I will drill the word and write the symbol on the board.

P: Pronunciation of the weak form /Ə/, Ss might try to

pronounce the full form.

S: Drill then use symbols on the board to highlight weak

forms.

Bibliography

1- Eckersley C.E, Eckersley J.M.-A Comprehensive English Grammar, Longman, 1960, p.175.
2- Oxford Learner’s Dictionaries. https://www.oxfordlearnersdictionaries.com/
3- Scrivener, Jim- Teaching English Grammar, Macmillan, 2010, p.158.
4-

{toothbrush} {elementary} Tutor comments

a) Analyse the meaning (as if

you were writing notes for a
enlarge image

colleague or yourself).
a small brush for cleaning your
teeth

b) Describe how you would I will stick a picture on the WB. And
convey the meaning in order ask them “what is it?”
to elicit the target language
from students (e.g. context,
supporting visuals. Do not
include the TL (target
language) as part of how you
convey it as you will be aiming
to elicit it from the learners.)
This is your context.
c) Check students’ Why do we use it?
understanding of the meaning Do we use it to clean our teeth?
of the underlined target
language (using concept
questions, and timelines if
appropriate).
d) Anticipate a problem or P:Ss might confuse between normal
problems that learners might brush which is for hair and the
have with the meaning and
toothbrush
suggest solutions.

S: make sure that students get that

this toothbrush is used for teeth.

e) Highlight the form of the Toothbrush {n]

underlined target language as if
you were doing it for students in
the classroom. Name the
structure.
f) Anticipate a problem or P: students might think that it’s two
problems that learners might words and a space between them
have with the form and propose
solutions.
S: write it on the board and refer that it
is written as one word.
g) Identify and highlight key
phonological features of the
entire sentence (e.g. sentence
stress and weak forms). Toothbrush /ˈtuːθbrʌʃ/

Th \θ\

Sh \ʃ\

Long vowel \uː\

h) Anticipate a problem or P: Students may have difficulty in

problems that learners might pronouncing th sound and sh
have with phonology and
propose solutions.

Bibliography
1- Thornbury, Scott- How to Teach Vocabulary, Pearson, 2007.
2- Miller, J. E., & Brown, E. K. (2013). The Cambridge dictionary of linguistics. Cambridge University Press.
3- Oxford Learner’s Dictionaries. https://www.oxfordlearnersdictionaries.com/
Arrogant {intermediate}
a) Analyse the meaning (as if you
were writing notes for a
colleague or yourself).
b) Describe how you would convey
the meaning in order to elicit the
target language from students
(e.g. context, supporting visuals.
Do not include the TL (target
language) as part of how you
convey it as you will be aiming to
elicit it from the learners.)
This is your context.
c) Check students’
understanding of the meaning
of the underlined target language
(using concept questions, and
timelines if appropriate).
d) Anticipate a problem or
problems that learners might
have with the meaning and
suggest solutions.
e) Highlight the form of the
underlined target language as if
you were doing it for students in
the classroom. Name the
structure.
f) Anticipate a problem or
problems that learners might
have with the form and propose
solutions.
S: Drill then use symbols on the board
to highlight theses sounds.
Tutor comments
behaving in a proud, unpleasant
way, showing little thought for other
people
I don’t like my boss. He always thinks
that he is better than all the people.
He looks down on people and don’t
care about their feelings or opinions.
He likes himself a lot. Every day in the
morning I think of punching him on
the face. I’ll feel happy I’m sure.
So how do you describe my boss?
Does he think he is better than
others? yes
Does he care about people’s
opinions? no
Does he behave well? no
P: Ss might confuse between
arrogant and confident.
S: use ccq’s to distinguish the
difference and refer that this word is
negative.
Arrogant {adj}
P: students might think it is a verb
and may misspell it with only one “t’
instead of double “t”.
S: write the word on the board and
tell them that it is an adjective and

g) Identify and highlight key
phonological features of the
entire sentence (e.g. sentence
stress and weak forms).
h) Anticipate a problem or
problems that learners might
have with phonology and
propose solutions.
write that. Make sure that they see
how it is written with double “t”.
Arrogant /ˈærəɡənt/
There is a schwa sound.
The stress is on the first sound of the
word.
P: may pronounce {o} as a long
vowel although it is a schwa sound.
S: drill the word before I write it on
the board.

Bibliography

1- Thornbury, Scott- How to Teach Vocabulary, Pearson, 2007.

2- Miller, J. E., & Brown, E. K. (2013). The Cambridge dictionary of linguistics. Cambridge University Press.
3- Oxford Learner’s Dictionaries. https://www.oxfordlearnersdictionaries.com/