Assignment 2: Language Related Tasks

NAME__________________________________

I confirm this is my own work. Signature, please. ______________________________________

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: I was eating dinner when the

telephone rang.

a) Analyse the meaning (as if you were In this sentence the past continuous (was eating)
writing notes for a colleague or yourself). represents a longer action that was interrupted by a
single action, shown by the simple past – (the phone
rang).
b) Describe how you would convey the Last night I cooked lasagne and sat down to eat it.
meaning in order to elicit the target During dinner the telephone rang, so I stopped and
language from students (e.g. context, answered it. It was my boss – he wanted me to go back
supporting visuals. Do not include the TL to work. 
(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 Did I start eating before the phone rang? Yes.
meaning of the underlined target What happened in the middle of my meal? The
language (using concept questions, and phone / boss rang.
timelines if appropriate). When the phone rang, was my plate empty? No.
Did I finish my dinner? We don’t
know.

Started eating NOW

X
the telephone rang

d) Anticipate a problem or problems that P: Learners might not understand that the second action
learners might have with the meaning and interrupts the first one.
suggest solutions. S: Use a timeline and CCQs to reinforce this.

e) Highlight the form of the underlined target Past Continuous

language as if you were doing it for students I was eating when the telephone rang.
in the classroom. Name the structure. subj + was/were + (verb)-ing + simple
past

f) Anticipate a problem or problems that P: Use of the “ing” ending on base form (present
learners might have with the form and participle) to form the past continuous.
propose solutions. P: Irregular past simple forms; students confusing the
past simple with the continuous.
S: Highlight form on board, particularly the endings. Use
coloured pens to highlight. Ask learners to copy from the
board.

g) Identify and highlight key phonological I was eating when the telephone rang.
features of the entire sentence (e.g. /wəz/
sentence stress and weak forms).

h) Anticipate a problem or problems that P: Pronunciation of the weak form /Ə/, ss might try to
learners might have with phonology and pronounce the full form.
propose solutions. S: Drill then use symbols on the board to highlight weak
 forms.

They’ve forgotten their bags Tutor comments

at home.
(Pre-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.)

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.

If I win the lottery, I will buy a Tutor comments

Ferrari. (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.

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.

They had the car repaired. Tutor comments

(Upper 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.

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.

Example B - Vocabulary
to creep (Intermediate)

a) Analyse the meaning (say what it to move stealthily (quietly, slowly, carefully), in
means). order to avoid detection.

b) Describe how you would convey the Once, when I was 15, I wanted to go to a late
meaning (e.g. visuals, realia, context, night disco with my friends. My parents didn’t want
including use of the item. Please include me to go. So, at 11 o’clock, when they were in
pictures if you intend to use them. bed, I got dressed, got my bag and left my
bedroom I didn’t want to disturb my parents so I
crept (mime here, without saying the word!)
past their bedroom door.
c) Check students’ understanding of the  Did I walk fast or slowly? Slowly
meaning of the word or phrase (e.g. using  Did I move quietly? Yes
concept questions, synonyms, visuals  Did I want anyone to see or hear me? No
etc).

d) Anticipate a problem or problems that P) Ss might confuse meaning with walk slowly or
learners might have with the meaning perhaps the adjective ‘to be creepy’.
and propose solutions. S) Use CCQs/ mime to contrast. Describe a
creepy person and check.
e) Highlight the form you would need to Creep here is an intransitive verb; it is irregular
address in order to help the students use (creep – crept – crept). It is often followed by
it correctly in a sentence (e.g. word type, along or down as in he crept down / along the
dependent prepositions, important corridor; or past for a person or point (as in I crept
collocations, irregular plurals). past their bedroom door).

f) Anticipate a problem or problems that P) Ss might spell the word crip and use the
learners might have with the form and present simple form in the past
propose solutions. S) Write up both words to contrast

g) Identify and highlight key phonological /kri:p/ in the present tense.

features (e.g. word stress, problematic /krept/ in the past tense.
sounds).

h) Anticipate a problem or problems that P) The consonant cluster at the start of the word
learners might have with phonology and could be problematic and the /r/ might be over-
propose solutions. pronounced. Students would need help with the
long /i:/ in creep and the /e/ in crept. As a one
syllable word there is no primary stress.
S) Model and drill/use key phonemes /e/, /i:/ and
/t/.
a theatre Tutor comments
(Elementary)

a) Analyse the meaning (say what it

means).

b) Describe how you would convey the

meaning (e.g. visuals, realia, context,
including use of the item. Please include
pictures if you intend to use them.

c) Check students’ understanding of the

meaning of the word or phrase (e.g. using
concept questions, synonyms, visuals
etc).

d) Anticipate a problem or problems that

learners might have with the meaning
and propose solutions.

e) Highlight the form you would need to

address in order to help the students use
it correctly in a sentence (e.g. word type,
dependent prepositions, important
collocations, irregular plurals).

f) Anticipate a problem or problems that

learners might have with the form and
propose solutions.

g) Identify and highlight key phonological

features (e.g. word stress, problematic
sounds).
 h) Anticipate a problem or problems that
learners might have with phonology and
propose solutions.

85% of students in England will never fully Tutor comments

pay off their student loans.
(upper- Intermediate)

i) Analyse the meaning (say what it means).

j) Describe how you would convey the

meaning (e.g. visuals, realia, context,
including use of the item. Please include
pictures if you intend to use them.

k) Check students’ understanding of the

meaning of the word or phrase (e.g. using
concept questions, synonyms, visuals etc).

l) Anticipate a problem or problems that

learners might have with the meaning and
propose solutions.

m) Highlight the form you would need to

address in order to help the students use it
correctly in a sentence (e.g. word type,
dependent prepositions, important
collocations, irregular plurals).

n) Anticipate a problem or problems that

learners might have with the form and
propose solutions.
o) Identify and highlight key phonological
features (e.g. word stress, problematic
sounds).

p) Anticipate a problem or problems that

learners might have with phonology and
propose solutions.