Assignment 2: Language Related Tasks

NAME_Nourhan Mohammed Barakat

I confirm this is my own work. Signature, please. Nourhan Mohammed Barakat

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 to work. 
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 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 Tutor comments

bags at home.
(Pre-Intermediate)
a) Analyse the meaning (as In this sentence the present perfect (have
if you were writing notes forgotten) represents that there`s a connection
for a colleague or with now. The action is in the past has a result
yourself). now.
b) Describe how you would Before the class, my friends decided to travel to
convey the meaning in Alex. They were so excited. So, they left home
order to elicit the target fast and went to Ramsis station to take a bus.
language from students When they arrived, they noticed that they didn`t
(e.g. context, supporting have their bags. They forgot them at home.
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’ When did that happen? Before the class ( in the
understanding of the past)
meaning of the underlined Do they have their bags now? No
target language (using So, Do they still feel excited? No
concept questions, and
timelines if appropriate). They forgot their bag at home….. They don`t
have them now. / They can`t travel now.

d) Anticipate a problem P: Ss might argue that everything we

or problems that learners express has present relevance regardless
might have with the of the tense we choose.
meaning and suggest S: I will focus on the present state of
solutions.
anxiety. It is perhaps easier to demonstrate
visually than to explain.

e) Highlight the form of Present perfect:

the underlined target
language as if you were They have forgotten
doing it for students in the Subject + have/ has + P.P
classroom. Name the
structure.
f) Anticipate a problem P: they might not know the past participle form
or problems that learners the verbs.
might have with the form
and propose solutions. S: I will provide them a sheet includes the most
common verbs in the infinitive and the past
participle forms.
 g) Identify and highlight They’ve forgotten their bags at home.
key phonological
features of the entire
sentence (e.g. sentence
stress and weak forms).

h) Anticipate a problem P: Pronunciation of the weak form /æ/ss might

or problems that learners try to pronounce the full form.
might have with S: Drill then use symbols on the board to
phonology and propose highlight weak forms.
solutions.

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

Ferrari . (Intermediate)

a) Analyse the meaning (as if In this sentence the first conditional

you were writing notes for a ( If I win……, I will buy )
colleague or yourself). represents that it`s possible that I will
win the lottery.

b) Describe how you would A: Are you going to buy a lottery

convey the meaning in order ticket?
to elicit the target language B: I already bought one.
from students (e.g. context, A: so, you think you might win it, right?
supporting visuals. Do not B: Probably, then I likely buy a Ferrari.
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’ Has he won the lottery yet? No

understanding of the meaning Is he sure to win it? No
of the underlined target Now or in the future? In the future.
language (using concept
questions, and timelines if
appropriate).
d) Anticipate a problem or P: Ss might think that the sentence
problems that learners might means in the present.
have with the meaning and S: I will ask CCQs to highlight that it
suggest solutions. means a possible situation in the
future.

e) Highlight the form of the If I win the lottery, I will buy a

underlined target language as if Ferrari.
you were doing it for students in If + Present tense, Future form.
the classroom. Name the Or
structure. Future form, If + Present tense.
f) Anticipate a problem or P: Ss might use the future form in the
problems that learners might 2 sentences.
have with the form and propose S: I will Highlight form on board,
solutions. particularly the sentence after will.
Use coloured pens to highlight. Ask
learners to copy from the board.
 g) Identify and highlight key
phonological features of the If I win the lottery, I will buy a
entire sentence (e.g. sentence Ferrari.
stress and weak forms).

h) Anticipate a problem or P: Ss might pronounce if strongly.

problems that learners might
have with phonology and
S: Drill then use symbols on the board
propose solutions.
to highlight weak forms.

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
including use of the item. Please include want me to go. So, at 11 o’clock, when they were
pictures if you intend to use them. in 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 a building, room,

means). or outside structure with rows of seats,
each row usually higher than the one
in front, from
which people can watch a performance
, a movie, or another activity
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 Is it a building or room? Yes

of the meaning of the word or Does have seats? Yes
phrase (e.g. using concept
Do we go to watch a movie or an activity?
questions, synonyms, visuals etc).
Yes
Or I will ask them to give me examples.

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.