Language Related Task
This assignment requires you to research and reflect on aspects of language. The types of target language considered include grammar and vocabulary. You will be asked to analyse meaning, form and pronunciation as you need to do when planning lessons. Please complete both Section one and Section two.
Part A & B: For each of the grammatical structures and functional language expressions numbered from 1 to 4 in italics you need to:
Part C: For each of the vocabulary items from 4 to 6 analyse the word or phrase in italics in the following ways:
I really like my job. It’s very exciting and I travel a lot. For example, I’ve been to Spain, Italy and Germany.
This is the present perfect simple used to describe actions / experiences at an unspecified time in the past.
include: CCQs with answers, timelines if applicable
CCQs:
Include: The marker sentence with the form rule written above. Ensure: That the rule would apply to all sentences that contain this target language.
I’ve been to Spain, Italy and Germany.
Subject + have (‘ve) / has (‘s) + past participle + rest of sentence.
Write the marker sentence below and indicate relevant aspects of phonology. Write the TL in IPA and indicate linked sounds, sentences stress and schwas.
I’ve been to Spain, Italy and Germany.
/aɪvbɪntə/ /jən/
/aɪv.bɪn.təˈspeɪnˈɪt(ə)lɪjənˈʤɜːmənɪ/
Problem #1: Students may not understand the difference between Present Perfect and Past Simple. They might think that the present perfect needs a specific time reference. Solution #1: Use CCQs 2 & 3 (above) to show that the time is not stated / necessary.
Problem #2: Ss may not understand the difference between “I’ve been to Spain” and “I’ve gone to Spain”.
Solution #2: I will provide a couple of examples and check meaning with CCQs for each
Problem #1: May use past simple instead of past participle. i.e, ‘I’ve went to Spain…’ Solution #1: Elicit the right form and highlight it on the board followed by controlled practice.
Problem #2: May omit the auxiliary i.e. ‘I been to Spain…’
Solution #2: Use finger-modelling to highlight the missing auxiliary. Use a substitution drill to keep the auxiliary constant.
Problem #3: May use ‘to be’ instead of ‘have’, i.e., ‘I’m been to Spain’.
Solution #3: Use finger-correction to highlight the error. Elicit the correct form and board it.
Problem #1: Learners may produce /aɪf/ rather than /aɪv/ due to L1 interference. Solution #1: Elicit the correct model, highlight and drill the class.
Problem #2: Learners may put unnatural stress on the auxiliary leading to a slightly impolite model.
Solution #2: Use finger-correction to elicit the correct stress. Then drill.
Please analyse the following grammar items. Write your answers in the provided template.
Rose: Are you leaving on Saturday? Lynn: Yeah, the plane leaves at 10am. Rose: Have a safe trip!
Meaning: Present simple talking about planes time table A scheduled future event
x x past x x x x present x x x x future x x
CCQ: 1. Is the plane going now ? (No)
BThere needs to be something that highlights future and schedules.
Phonology and Form (written record on the board):
The plane leaves at 10 am.
Form: Subject+ verb (present simple 3rd person) + rest of the sentence
The plane leaves at 10 am. It ought to be a schwa for “at”
/ðə/ /liːvz æt/
/ðə pleɪn liːvz æt 10 æm/
Problem: Student may not understand that the action is in repetition.
I don’t think this is the meaning. This isn’t a commentary on the airline’s scheduling but a comment about a future event.
B: agreed, future scheduled / timetabled event.
Solution: Use CCQ 2 and 3 (above ) to show when the action takes place
Derek: I fancy seeing a film tonight? What do you recommend?
Clive: You should watch Snatch!
This is a semi-fixed expression. We say this when we want to ask someone to suggest a film for us.
Do I know what I want to watch? No
Do I think you have some good ideas? Yes Am I asking for your opinion? Yes
“What do you recommend?”
/,wɒdjərekə’mend/
Problem: Ss might not get the future time reference here and think that it’s something currently being recommended.
Solution: I’ll ask relevant CCQs (see above).
Problem: Ss may forget the auxiliary, producing “what you recommend?”
Solution: I will highlight the form on the board and provide relevant oral and written practice.
Problem: Students may stress the auxiliary producing an unnatural and perhaps aggressive- sounding utterance.
Solution: Elicit the correct model (perhaps with a finger-modelling) and drill the full expression
Jane: It’s really hot in here! Would you mind opening the window? John: Of course not!
We use the phrases would you mind + -ing to ask people politely to do things. Would you mind is more polite and more common than?
Phonology and Form (written record on the board):
Would + subject (you) + mind + V ing + rest of the sentence.
Would you mind opening the window?
Intrusion of /j/ sound in would you as wəd jʊ
wəd jʊ maɪnd ˈəʊpnɪŋ ðə ˈwɪndəʊ?
Primary stress on Would, opening, and window. Potential weakening of the before window
Problem: Students might get confused between the uses of would you mind as a polite request and polite permission.
Solution: CCQs 2 & 4
Problem: Students might add past form after would you mind as it is also used for polite permission.
Solution: I will write the forms on board and explain it to them by highlighting them.
Problem: Students may have a problem in pronouncing intrusion in pronouncing, would you? I think it’s assimilation
Solution: Elicit the correct model with finger – modelling and drill the full expression
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Items for Analysis
Please analyse the following items appropriately for the level indicated. Write your answers in the provided template.
Total word count: words (750 - 1000)
Do not include bibliography, instructions, appendices, headers or sub-headers. Empty template =
1659 words.
(e.g. Thornbury, S (1999). How to teach grammar. Longman, UK)
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