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    CELTA Online Unit 8 Task 11-3 - Your Turn

    Uploaded by

    Maria Avilova
    This document provides guidance for writing concept questions to check understanding of language items. It gives an example for the language item "A desk" with statements about its meaning and yes/no and wh- questions. It then lists additional language items (B-F) and suggests statements and questions to check understanding of their meanings. The document advises looking up unfamiliar language items in a learner's dictionary and including concept questions in lesson plans.

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    CELTA Online Unit 8 Task 11-3 - Your Turn

    Uploaded by

    Maria Avilova
    217 views3 pages
    This document provides guidance for writing concept questions to check understanding of language items. It gives an example for the language item "A desk" with statements about its meaning and yes/no and wh- questions. It then lists additional language items (B-F) and suggests statements and questions to check understanding of their meanings. The document advises looking up unfamiliar language items in a learner's dictionary and including concept questions in lesson plans.

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    This document provides guidance for writing concept questions to check understanding of language items. It gives an example for the language item "A desk" with statements about its meaning and yes/no and wh- questions. It then lists additional language items (B-F) and suggests statements and questions to check understanding of their meanings. The document advises looking up unfamiliar language items in a learner's dictionary and including concept questions in lesson plans.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    217 views3 pages

    CELTA Online Unit 8 Task 11-3 - Your Turn

    Uploaded by

    Maria Avilova
    This document provides guidance for writing concept questions to check understanding of language items. It gives an example for the language item "A desk" with statements about its meaning and yes/no and wh- questions. It then lists additional language items (B-F) and suggests statements and questions to check understanding of their meanings. The document advises looking up unfamiliar language items in a learner's dictionary and including concept questions in lesson plans.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    CELTA Online Unit 8 Task 11.

    3: Your Turn
    For each of the other language items (B–F):

    1. Think about the meaning of the target language.


    2. Write sentences which cover the key elements of meaning.
    3. Turn these statements into questions and remember to include the relevant answers. Answers
    are usually yes/no, wh-questions or a simple, short response.

    Language items

    A. A desk
    B. She used to smoke.
    C. I’m looking forward to going to California.
    D. They talked shop all through dinner.
    E. She picked up her brother from the airport.
    F. It put me off my food.

    Example:
    A. A desk
    Meaning sentences: It’s a piece of furniture
    It’s like a table
    It's used for working or studying.
    It's not used for eating meals.
    CQs: Is it a piece of furniture? Yes
    What does it look like? A table
    Do you work there? Yes
    Can you study there? Yes
    Do you usually eat meals on it? No

    Your response

    A desk
    Is it a piece of furniture?Yes
    What does it look like?A table
    Do you work there?Yes
    Can you study there?Yes

    Suggested answers
    A. A desk
    Is it a piece of furniture? Yes
    What does it look like? A table
    Do you work there? Yes
    Can you study there? Yes
    Do you usually eat meals on it? No
    B. She used to smoke.
    Did she smoke in the past? Yes
    Did she smoke more than once? Yes
    Does she smoke now? No
    C. I’m looking forward to going to California.
    Is my trip to California in the past, present or future? Future
    Do I feel positive or negative about my trip? Positive
    When I think about my trip, how do I feel? Happy, excited
    D. They talked shop all through dinner.
    Are they colleagues? Yes
    Was their conversation interesting for other people at the table? No
    Did they talk about shops? No
    What did they talk about? Work
    If teachers talk shop, what do they talk about? Teaching/school
    Is this positive or negative? Negative
    E. She picked up her brother from the airport.
    Did she drive to the airport? Yes
    Did she go by bus? No [then we’d say ‘she met her brother at the airport’]
    Did she meet her brother? Yes
    What did they do after they met? Drive home/to the hotel
    F. It put me off my food.
    Did I enjoy my food? No
    Why not? Because…(elicit reason from initial context)
    Why?
    As this item would probably be taught at higher levels, it can be established at the outset whether the
    meaning is literal or not. This is not necessarily an approach which would be used with lower level
    students. Higher level students generally have a more sophisticated level of language awareness.
    Concept questions need to be in simple language and easily answered by the students.
    Remember, if you are unsure about the meaning of the target language, do not be afraid to look it up in
    a learner’s dictionary for help with your statements and questions. Learner’s dictionaries are useful
    because they define the language in simple words and provide a clear example of the language item.
    Look at key language items in your next Teaching Practice lessons. Write concept questions and include
    them in your plan.

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