Language:

When I arrived at the cinema, the film had started. (Intermediate)

Meaning:

In this grammar structure “the film had started” means that one thing happened before
another. The film started first. Tell the SS that I went to the cinema at 7.15 p.m but the film
started at 7:00 p.m.

Use a time line to indicate that both events happened in the past.

Past------------l film started l--l I arrived at the cinema l------------------Now---------→Future

(7.00 p.m) (7.15 p.m)
CCQs can also be effectively used to convey the meaning of the sentence.

Are both events in the past? Yes.

Did I arrive at the cinema? Yes.
Did the film start? Yes.
Was I there when the film started? No.

Pronunciation features to highlight:

When I arrived at the cinema, the film had started.

/hæd/ strong form

Form to highlight:

Subject + had + V3 ( past participle)

Anticipated problems: Solutions:

The SS may may not use the auxiliary “had” Use timeline examples to contrast the
and hence say, “When I arrived at the difference.
cinema, the film started.”
“When I arrived at the cinema, the film
started. The film started a few seconds after
my arrival(Simple Past Tense)

When I arrived at the cinema, the film had

started. - The film started some time before I
arrived. (Past Perfect Tense)

References:
Practical English Usage, Michael Swan (Oxford)
Language:

My grandfather would always have sweets in his pocket for us. (Upper intermediate)

Meaning:

CCQs can be used to convey the meaning of the sentence.

Am I referring to the past? (yes)

Did my grandfather have sweets in his pocket? (yes)
Did my grandfather have sweets in his pocket for us? (yes)
Was there a time when my grandfather didn't have sweets in his pocket for us? (no)

Pronunciation features to highlight:

The word grandfather would have the phoneme /d/as a silent consonant. /'grændˌfɑ:ðə/

Form to highlight:
Would always + verb

Anticipated problems: SS may confuse Solutions: Explain that we use 'used to' and
'would always' with 'use to' 'would' to describe habits or truths in the
past; they do not happen or are not true in
the present.
 We can use used to or would to
describe repeated actions in the past
 We only use used to for truths in the
past

References:
Grammar for English Language Teachers, Martin Parrott (Cambridge) Page 250
Language:

It’s too heavy to lift. (Pre-intermediate)

Meaning:

CCQs can be used to convey the meaning of the sentence.

Is the object heavy? (yes)

Can I lift the object? (no)

Could I lift the object if it was lighter? (yes)

Pronunciation features to highlight:

· · ·
It’s too heavy to lift.

Form to highlight:

Too heavy to lif

Adverb (too) + adjective/adverb + rest of the sentence
Anticipated problems: Solutions:
The SS may confuse 'too' (also) with 'too' Elicit the answer by asking the SS to give the
(excessively) meaning of this sentence “Sarah was too tired
to walk home. I was tired, too”.
References:
Practical English Usage, Michael Swan (Oxford) Page 588

Language:

You’re filthy! What have you been doing? (Intermediate)

Meaning:
CCQs can be used to convey the meaning of the sentence.

Am I clean now? (no)

Have I done something to be filthy? (yes)
Is the person asking the question unhappy about me being filthy? (yes)
Does the person want to know the reason why I am filthy? (yes)

Pronunciation features to highlight:

Stress on
You’re filthy! What have you been doing?

/Jʊə/ /'fɪlθi/! /wɒt/ /həv/ /jʊ/ /bi:n/ /'du(:)ɪŋ/?

Pronunciation of filthy: /'fɪlθi/

Contractions: 'you are' /ju/ /ar/ becomes you're / jʊr/. ' What have' /wɒt/ /həv/ becomes
what've /wɒtəv/ and have becomes weak.

Form to highlight:
Wh-Questions in the Present Perfect Progressive (Continuous)

Wh- questions are questions that require more information in their answers. Typical wh-
words are what, where, when, why, which, who, how, how many, how much.

To create a wh-question, start with the wh-word, then add have or has, then the subject (a
person or thing that has been doing the action), followed by been and the ing (present
participle) form of the verb, and only then add the rest of the sentence.

wh-word + have + subject + been + verb+ing? (Present Perfect Continuous)

Anticipated problems: Solutions:

The SS may confuse Present Perfect Simple Explain the difference to the SS.
with Present Perfect Continuous. The present perfect simple is used when the
action is finished, and the result comes from
the action being finished.
The present perfect continuous is used when
the result comes from the action itself. It
doesn't matter if the whole action is finished
or not. The result is often something we can
see, hear, smell, or feel.

A time line can also be used to illustrate the

difference.

References:
Grammar for English Language Teachers, Martin Parrott (Cambridge) Page 241
Language:

‘Library’ Vs ‘bookshop’ (Elementary)

Meaning:

Library – a room or building containing books that can be looked at or borrowed.

Bookshop – a shop that sells books.

CCQs can be used to convey the meaning of the words.

Library: Can I keep the books? (no)
Do I have to return the books? (yes)
Do I have to pay for the books? (no)
Can I read the books there? (nes)
Bookshop: Can I keep the books? (yes)
Do I have to return the books? (no)
Do I have to pay for the books? (yes)
Pronunciation features to highlight:
● ●
Library Bookshop

/ ˈlaɪbrəri / / ˈbʊkʃɒp /

Form to highlight:

A library
(pl) libraries
(countable noun, irregular plural)
A bookshop
(pl) bookshops (countable noun)
Anticipated problems: Solutions:
SS may pronounce / ˈbʊkʃɒp / as / ˈbʊksɒp / Cover unit 32 in “Ship or Sheep” and let the
as a result of L1 interference. students practice the pronunciation of /s/
and /ʃ/.
References: A. Baker, 2006. “Ship or Sheep” (3rd edition). Cambridge University Press
Language:

He looked the word up in a dictionary. (Pre-intermediate)

Meaning:

“Look up” is a phrasal verb”

In this context the meaning is as follows:

To try and find a piece of information that you do not understand (or know the meaning of)
by looking in a book (or a computer).

Did he know the meaning of the word? (no)

Did he try and find out the meaning in a dictionary? (yes)

Pronunciation features to highlight:

He looked the word up in a dictionary

/hi/ /lʊkt/ /ðə/ /wɜːd/ /ʌp/ /ɪn/ /ə/ /ˈdɪkʃ(ə)n(ə)ri/

Form to highlight:
To look up something.
Subject + phrasal verb.
It is a separable phrasal verb.

To look something up (when object is a noun).

It is inseparable when the object is a pronoun.

Anticipated problems: Solutions:

Meaning/use Explain phrasal verbs to SS. These are words
The SS may confuse it with it's literal working as a unit with a distinct meaning. A
meaning (looking up above). phrasal verb is not a verb plus an adverb or a
verb plus a preposition. It’s a verb all by
itself. When we use the phrasal verb look up,
the word up does not indicate direction like it
normally does. It doesn’t mean “to look in an
upward direction.” It’s an idiomatic use of up
— one that isn’t literal, but is intuitively
understood by English speakers.
References:
Grammar for English Language Teachers, Martin Parrott (Cambridge) Page 98
Language:

She couldn’t make ends meet with 3 children and so many bills. (Advanced)

Meaning:
Not having enough money to buy the things you need.

Did she have difficulty in providing for her children? (yes)

Did she have difficulty in paying the bills? (yes)
Did she have enough money left over for herself? (no)

Pronunciation features to highlight:

/ ʃi / /'kʊdnt/ /meɪk/ /ɛndz/ /miːt/ /wɪð/ 3 /ˈtʃɪldrən/ /ənd/ /səʊ/ /ˈmɛni/ /bɪlz/

Form to highlight:
Subject + auxiliary verb ‘could’ + adverb (not) + idiom

Anticipated problems: Solutions:

Form
SS may add the pronoun ‘her’ (she couldn't Explain that “make ends meet” is an idiom
make her ends meet). and 'her' is not to be added.
SS may understand 'ends meet' literally.
References:
Grammar for English Language Teachers, Martin Parrott (Cambridge) Page 98
Language:

‘Tummy’ vs ‘stomach’ (Pre-intermediate)

Meaning:

Stomach - the part of the body that stores and digests food.
Tummy – a person's stomach or abdomen.

Tummy is an informal word for stomach. A term normally used by children or in speaking
with a child.

Pronunciation features to highlight:

●
Stomach
/ˈstʌmək/

“Ache” is pronounced as /ək/.

Stomach

The “o” is pronounced as /ʌ/.

●
Tummy
/ˈtʌmi/
The “u” is pronounced as /ʌ/.

Form to highlight:
Both are countable nouns. The words are spelled differently in plural form.

Plural: stomachs and tummies

Anticipated problems: Solutions:

SS pronouncing the word as /ˈstʌmeɪtʃ/ The teacher would model the correct
instead of /ˈstʌmək/. pronunciation and drill the SS.
SS pronouncing the word as /ˈstɒmək/ Demonstrate the difference by showing 2
instead of /ˈstʌmək/. pictures. In one picture a doctor would be
speaking to an adult and using the word
SS may use the word 'tummy' when referring 'stomach'. In another picture the doctor uses
to an adult. the word 'tummy' when speaking to a child.
The child would use the word 'tummy' as
well.
References:
Merriam-Webster online dictionary ( http://www.merriam-webster.com/)

Bibliography

Practical English Usage, Michael Swan (Oxford)

Grammar for English Language Teachers, Martin Parrott (Cambridge)
A. Baker, 2006. “Ship or Sheep” (3rd edition). Cambridge University Press
Merriam-Webster online dictionary ( http://www.merriam-webster.com/)
Assignment 2: Language-related task
Candidate name: ___________________ Due date: Sunday, 8th November @ 9am
Checklist Tutor comment
You have sufficiently analysed the meaning,
pronunciation and form of, provided
adequate concept-checking questions for, and
anticipated potential problems / solutions
for…

1. When I arrived at the cinema, the film had

started.

2. My grandfather would always have sweets

in his pocket for us.

3. It’s too heavy to lift.

4. You’re filthy! What have you been

doing?

5. ‘Library’ Vs ‘bookshop’

6. He looked the word up in a dictionary.

7. She couldn’t make ends meet with 3

children and so many bills.

8. ‘Tummy’ Vs ‘stomach’

You have provided evidence that you looked

at reference materials.
You have respected the word count: 750-
1000

Assessment:
Criteria  or
X
analysing language correctly for teaching purpos

correctly using terminology relating to form, meaning and phonology when

analysing language
accessing reference materials and referencing information they have learned about
language to an appropriate source
using written language that is clear, accurate and appropriate to the task

Overall Grade Pass Resubmit Pass on resubmission Fail

Tutor: