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CELTA Written Assignment 2 Grammar Analysis

The document provides guidance for teaching a lesson on first conditional structures using an example context about applying for jobs to receive unemployment benefits. It outlines the target language, elicitation questions, form and phonology analysis, concept and meaning check, and anticipated problems and solutions related to form, meaning, and pronunciation. Potential issues addressed include stressing words, omitting sounds, using incorrect tenses, and misunderstanding relative clause structures.

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Екатерина Баз
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88 views

CELTA Written Assignment 2 Grammar Analysis

The document provides guidance for teaching a lesson on first conditional structures using an example context about applying for jobs to receive unemployment benefits. It outlines the target language, elicitation questions, form and phonology analysis, concept and meaning check, and anticipated problems and solutions related to form, meaning, and pronunciation. Potential issues addressed include stressing words, omitting sounds, using incorrect tenses, and misunderstanding relative clause structures.

Uploaded by

Екатерина Баз
Copyright
© © All Rights Reserved
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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BKC - International House Moscow

A MEMBER OF THE INTERNATIONAL HOUSE WORLD ORGANISATION


TEACHER TRAINING CENTRE
What is the language point?
TARGET
LANGUAGE If I don’t apply for the jobs, I will lose my benefit: First
Conditional

What context will you use to elicit the language from sts? Be specific and include
the context and eliciting question
Pat looks for the jobs. She also gets an unemployment … (benefit). With no job
applications will she get a benefit or will she lose it? (Lose) Please find the
information in the text.
Form and Phonology Analysis

If I apply for the jobs, I will get my benefit.


If clause: If + sub + V, + Main clause: S + will +V
OR
I will get my benefit if I apply for the jobs
S + will +V + if + sub + V

If I don’t apply for the jobs, I will lose my benefit.


If + sub +don’t /doesn’t + V, + S + will +V
OR [do not] [does not]
If I apply for the jobs, I won’t lose my benefit.
If + sub + V, + S + won’t [will not]+V
OR
If I don’t apply for the jobs, I won’t get my benefit.
If + sub +don’t /doesn’t , + S + won’t [will not]+V

Will I get my benefit if I lose my job?


Will + sub + V + if + sub + V?
Concept:
CONCEPT / We use the First Conditional to talk about a situation that we see as possible in the
MEANING future. It is used to give warnings and advice, make predictions and offers, threaten
and draw conclusions. [2,3]
Concept Checking Questions or other Technique You’ll Use to Check Meaning
1) Are we talking about the past, the present or the future? (Future)
2) Is it possible that Pat will apply for jobs? (Yes)
3) Will she apply 100%? (No)
4) After applying will she get a benefit for sure?(Yes) [1]
ANTICIPATED Students might stress the words ‘if’ and ‘will’ when speaking or they might omit /l/
PROBLEMS & sound in contracted forms I’ll, It’ll…
SOLUTIONS
PHONOLOGY Model and drill the sentence with the correct intonation and stress. Draw ss’
attention to the /l/ sound.
ANTICIPATED SS might use First conditional to speak about unlikely, impossible or past events.
PROBLEMS & [3]
SOLUTIONS Elicit from the text that it’s a possible situation in the future, ask CCQs to check
MEANING understanding. If there are any mistakes, correct SS during practice.
ANTICIPATED SS might try using will in both clauses: If she will apply, she will get a job.
PROBLEMS & Draw SS attention to the structure and emphasise that there can be only one ‘will’
SOLUTIONS in the sentence.
FORM
SS might misunderstand when commas are used.
Draw SS attention to the structure and explain that we put a comma only when a
sentence begins with a relative clause.
Reference 1. Concept Questions and Timelines by Graham Workman, 2005, Chadburn
Materials Used Publishing
2. Teaching English Grammar by Jim Scrivener, 2003, Macmillan Education
3. Teaching Tenses by Rosemary Aitken, 1992, Thomas Nelson and Sons
BKC - International House Moscow
A MEMBER OF THE INTERNATIONAL HOUSE WORLD ORGANISATION
TEACHER TRAINING CENTRE

Language-based lessons (form, concept, phonology) This page is ONLY for language focused
lessons (i.e. grammar or functional language). Vocabulary focus should go on the separate sheet.

What is the language point?


TARGET
LANGUAGE She went over to my maths teacher, who was in the crowd,
and shook his hand: Non-defining relative clauses

What context will you use to elicit the language from sts? Be specific and
include the context and eliciting question

Kayleigh’s mum is a mascot for a football club. How did Kayleigh feel about
it? (Embarrassed). What was a very embarrassing thing she did once? Please,
find it in the text.
Form and Phonology Analysis

She went over to my maths teacher, who was in the crowd, and shook his
hand.

… + Subject/object + , + who (person) +V+,+…


that (person/thing)
which (thing)
where (place)
….
Concept:
CONCEPT / Non-defining relative clauses provide extra information about something
MEANING or someone that is already identified. [1, 3]

Concept Checking Questions or other Technique You’ll Use to Check


Meaning
1. Do we need to know this information ‘ who was in the crowd’ to understand
who she’s talking about? (No, she has only one math teacher)
2. Is it important that the teacher was in the crowd? (No)
3. If we leave out this information, does it change the meaning of the sentence?
(No) [3]
ANTICIPATED SS might pronounce the sentences without separating the relative clause with
PROBLEMS & pauses or intonation breaks.
SOLUTIONS
Model and drill the pronunciation, highlight the pauses and mark them on the
PHONOLOGY board.

ANTICIPATED SS might confuse it with identifying relative clause or use it as if the clauses
PROBLEMS & were independent sentences, e.g. ‘She went to the teacher, who he was in the
SOLUTIONS crowd.’
MEANING
Highlight the difference by asking the CCQs and prepare some more examples
to demonstrate the difference.
ANTICIPATED SS might use ‘who’ to talk about things and ‘which’ to talk about people. [2]
PROBLEMS &
SOLUTIONS Draw SS’ attention to the structure, elicit examples from them and drill them
FORM as chunks.
Reference 1. English Grammar in Use by Raymond Murphy, 2005, Cambridge
Materials Used University Press
2. Grammar for English Language Teachers by Martin Parrot, 2010,
Cambridge University Press
3. Practical English Usage by Michael Swan, 1996, Oxford University Press
BKC - International House Moscow
A MEMBER OF THE INTERNATIONAL HOUSE WORLD ORGANISATION
TEACHER TRAINING CENTRE

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