Language Related Assignment

To demonstrate you can research and identify features of 4 language items and state how you would
teach them.

Grammar 1 and 2

Analyse the sentences for meaning, form and pronunciation. Transcribe them and highlight stress and
features of connected speech.

Lexis 3 and 4

Analyse the bolded words for meaning, form and pronunciation. Transcribe them and highlight stress.

• State the context in which you would expose learners to the language.
• Explain how you would check understanding. If using CCQs, script them. If using a timeline,
images or examples, include them.
• For each, anticipate problems learners might have with meaning, form and pronunciation and
suggest solutions.

Please do not change the sentences.

➢ Read the examples for guidance

➢ Grade your language in accordance with the level.
➢ Consult reference books from the CELTA reading list, course books and dictionaries
➢ Remember to reference sources
➢ Use www.tophonetics.com for help with IPA transcriptions
➢ Proofread carefully
➢ Make sure you meet the word count (750-1000 words – as the template is 756 words, you
total should be 1506 – 1756 in total)

1. If he had seen her, he would have stopped. (B2)

2. When I got there, I realised I had forgotten it. (B1)

3. It’s a controversial move. (C1)

4. The bedroom has a large wardrobe. (A2)

e.g.: I should have known that she would let me down.

TARGET LANGUAGE
Past modal
MODEL SENTENCE
I should have known that she would let me down.
CONTEXT
T. explains she lent a colleague her rent money. She said she would pay her back, but did not. This
had happened twice previously. The model sentence is included in the story.
CONCEPT
Used to express regret. Implies there was a reason to suppose this might happen.
CHECKING TECHNIQUES
CCQs
Did my friend give me the money back? (no)
Had she done this before? (yes)
How do I feel about this? (angry, sad etc.)
Do I regret lending her the money? (yes)
FORM ANALYSIS
(+) sub + should have (should’ve)+ past participle
n.b.: Should have is contracted to ‘should’ve’ when spoken or in informal writing.
(-) not possible
(?) Should + sub + have+ past participle
PHONOLOGY
/aɪ ˈʃʊdəv nəʊn/ SBE Should and have are contracted. First syllable of /ʃʊdəv/ is stressed, second is
weak (/h/ elided, /aə/ becomes /ə/) ‘known’ is also stressed
Intonation rises slightly then falls at the end of the sentence.
MEANING PROBLEMS AND SOLUTIONS
Problem: Ss think ‘should’ is only used to give advice. Solution: Explain that ‘should’ can be used for
different purposes and highlight the context. Ask extra CCQs.
Am I giving advice? (no) Am I expressing regret? (yes)
FORM PROBLEMS AND SOLUTIONS
Problem: Ss use should without ‘have’ or use the present participle. Solution: Highlight form on the
board during clarification – use red pen to underline subject/modal/have/past participle. Refer
back to this during error correction.
PHONOLOGY PROBLEMS AND SOLUTIONS
Problem: Ss may say ‘should’ and ‘have’ separately. Solution: Teacher uses the finger technique to
highlight this during drilling and highlights on the board in blue during clarification. . Uses finger
technique again in error correction and refers Ss back to the board.
REFERENCE MATERIALS
Thornbury, S. 2005. An A-Z of Language Pearson-Longman.
e.g.: She is superstitious.

TARGET LANGUAGE
Gradable adjective
MODEL SENTENCE
She is superstitious.
CONTEXT
Text about a girl who will not leave the house on Friday, 13th, keeps a black cat for good luck etc.
The model sentence will be in the text.
CONCEPT
Believing in the power of magic or luck
CHECKING TECHNIQUES
CCQs
Does she think she think she can control what happens? (no)
Does she believe in magic or luck? (yes)
Elicit examples of superstitions in Ss’ cultures
FORM ANALYSIS
Gradable adjectives can be used, as in this case, after the verb to be or before a noun, as in, ‘She is
a superstitious person.’ Adverbs of degree can be placed before them for modification.
PHONOLOGY
/ˌsuːpə’stɪʃəs/ SBE
Four syllables, primary stress on the third, secondary on the first.
MEANING PROBLEMS AND SOLUTIONS
Problem: Confusion as the word ‘super’ is also used as a prefix for something fantastical.
Solution: If raised, explain this is coincidental.
FORM PROBLEMS AND SOLUTIONS
Problem: Ss use the word after a noun. ‘She is a person superstitious.’
Solution: Highlight during clarification and refer Ss back to the board in error correction.
PHONOLOGY PROBLEMS AND SOLUTIONS
Problem: The difference in pronunciation in the first ‘ti’ /tɪ/ and the second ‘ti’ /ʃə/ is confusing.
Solution: Drill, highlight and mark on the board in red. Refer Ss back to the board in error
correction.
REFERENCE MATERIALS USED
Macmillan Advanced English Dictionary, 1st Ed, 2002