Written Assignment 2: Language Related Tasks

Include this page with your assignment when you submit it.

Name: Le Thuy Van

This is wholly my own work. I understand that plagiarism may result in a range of penalties, from loss of marks
to disqualification from the CELTA award and a ban on re-entry of up to three years.

Signature: Le Thuy Van Date: 15 September 2021

References used:
1) Online Oxford Learners’ Dictionaries by Oxford University Press
2) Longman Dictionary of Contemporary English Online by Pearson Education Limited
3) Teaching Tenses by Rosemary Aitken
4) Teaching English Grammar by Jim Scrivener

Pass Resubmit:
Pass on Resubmission: Fail:
Resubmission Requirements:

Assessment criteria: Successful candidates can Overall Tutor Comments:

demonstrate their learning by:
- analyzing language correctly for teaching
purposes

- correctly using terminology relating to form,

meaning and phonology when analyzing 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

Tutor’s signature: Double Marked: Yes/No

Date: Tutor’s signature:
Assessment Criteria for Language Related Tasks Assignment

To pass this assignment, you need to demonstrate your learning by:

 analyzing language correctly for teaching purposes
 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

Assignment Rubric

Grammar reference books and learners dictionaries should be used to help with meaning, form and phonemic
symbols. Ensure you focus on the bold, underlined target language as the key focus. Other language is only helpful
to set context and should only be included when asked to analyse sentence stress.

1. Vocabulary I was annoyed with Paul for being so late.

Conveying meaning: Last night I had a plan to meet my friend Paul at 8pm. I waited for 20 minutes. When he
arrived I was not happy. I was annoyed with Paul for being so late.

a. Tick the statements of meaning / concept questions which apply to the part of the sentence underlined
above.
 I was very angry. CCQ: Was I angry? Yes. A little or very? Very
I was a little angry. CCQ: Was I angry? Yes. A little or very? A little
Something made me angry. CCQ: Did something make me angry? Yes
 It happened a number of times. CCQ: Did it happen once or a number of times? A number

b. Tick the summary of phonological features for the item of vocabulary above.

stress on the second syllable, the pronunciation of the /j/ sound, ‘ed’ pronounced /d/ (with not stressed)
 stress on the first syllable, the pronunciation of the /j/ sound (with not stressed)
c. Tick the analysis of form which matches the underlined word in sentence above.

 verb adjective  noun

Circle the two prepositions which are most often used after annoyed:
for in with at to on

d. Which learner dictionary did you use to check your answers? Write the title / author / publisher / date of
publication below.
Online Oxford Learners’ Dictionaries by Oxford University Press, published on 19 January 2015.
2. Grammar I’m meeting Gary for dinner at the weekend.

a. Look at the sentence and then tick the statements which have the same form and meaning as the part which
is underlined above.

We’re moving to a new apartment at the weekend.

 Jon’s working in Hong Kong at the moment.
We’re picking him up from the airport at 11pm.
 Josie’s always worrying about something.
b. Conveying meaning: choose the best context for conveying meaning and state why it is the best.

 Gary is my best friend, we have worked together for 3 years now so we know each other very well and we
get on very well together. The last time we met was 6 months ago so we have not seen each other for a long
time. I am very excited because I’m meeting Gary for dinner on Saturday night.
Yesterday I telephoned my friend Gary and we made a plan together to have dinner on Saturday night. I’m
meeting Gary for dinner at the weekend.

It is concise, and directly related to the TL’s meaning: Present Continuous in talking about future
plans/arrangements: The speaker is meeting Gary for dinner at the weekend, because they’ve already made this
plan.

c. Tick the statements of meaning / concept questions which apply to the part of the sentence above.

It’s talking about the future. CCQ: Is it talking about past, present or future? Future
 It’s talking about now. CCQ: Is it talking about past, present or future? Present
It’s an arrangement. CCQ: Is it an arrangement? Yes
 It happens regularly. CCQ: Does it happen regularly? No

d. Tick the summary of phonological features that is true for the sentence above.

Stress on the first syllable of ‘meeting’, contraction of ‘I am’ to ‘I’m’.

 Stress on ‘I’ and the first and second syllables of ‘meeting’.
 Stress on ‘am’.
e. Tick the analysis of form which matches the structure in the sentence above.
 subject + am / is / are + present continuous
 subject + verb+ing
subject + am / is / are + verb+ing
f. Which grammar reference book did you use to check your answers? Write the title /page/ author /
publisher / date of publication below:

Teaching Tenses page 13 by Rosemary Aitken, published by ELB Publishing in 2002.

3. Grammar She must have left work.

a. Tick the statements which have the same form and meaning as that underlined in the sentence above.
 You must give me a call sometime.
It must have been the butler!
They must have eaten it.
Now write one more sentence with the same form and meaning as that underlined above.
He must have fallen asleep while I was talking!

b. Conveying meaning: choose the best context for conveying meaning and state why it is the best.

It is 5pm. I am looking for my boss but I cannot find her. Her bag is not on her desk and her computer is
switched off. She must have left work.
 Yesterday night I wanted to speak to my boss but my colleague told me she had left work.

It conveys the meaning of the TL “must + have + past participle”: giving logical conclusions about something that
happened in the past. Her bag is gone and her computer is off, so I conclude that she has left.

c. Tick the statements of meaning which apply to the part of the sentence underlined above. Write concept
checking questions and answers for the ones you have chosen only.

It’s in the past.

CCQ & answer: Did it happen in the past? (Past)
 It’s talking about now.
CCQ & answer: ___________________________________________________________________________
 I definitely know.
CCQ & answer: ___________________________________________________________________________
I’m almost sure.
CCQ & answer: Was I sure that she left? (Pretty sure)
I have some evidence to make me think this.
CCQ & answer:
Is her bag on her desk? (No)
Is her computer on? (No)

d. Mark / describe these phonological features for sentence above.

Put the stress/stresses on the phrase: She must have left.

What happens to the words ‘must have’ when we say them in rapid speech?

/məst-hæv/ becomes /məstəv/

e. Complete the analysis of form for the structure in the sentence above.

Subject + must + have + past participle

f. Which grammar reference book did you use to check your answers? Write the title /page, etc. below.
Teaching English Grammar page 227 by Jim Scrivener, published by Macmillan ELT

___________________________________________________________________________________
__________
4. Vocabulary I was so embarrassed about it.

a. Write simple statements of meaning for the underlined item in the sentence above.

I made a silly mistake.

I worried about what people would think of me.

I didn’t feel comfortable.

I felt nervous.

b. Conveying meaning: write a context for the word embarrassed

I was waiting at the bus stop. My bus came. I rushed (quickly walked) to it. I tripped and fell face down. A lot of
people were looking at me. I was so embarrassed about it.

c. Change your statements of meaning into concept checking questions, and put the answer you expect.

Did I make a stupid/silly mistake? (Yes)

Did I worry about what people think? (Yes)

Did I feel comfortable? (No)

Did I feel nervous? (Yes)

d. Mark / describe the phonological features of the underlined vocabulary item in the sentence above. Consider
any problem sounds.

Stress on the second syllable, ‘ed’ pronounced /t/

e. What are the features of form of this item of vocabulary?

Adjective

f. Which learner dictionary did you use to check your answers? Write the title / page/author / publisher / date
of publication below.

Longman Dictionary of Contemporary English Online by Pearson Education Limited, published on 18 May 2018.

5. Grammar I’ve been learning Vietnamese since August.

a. Write two sentences with the same form and meaning as the underlined part of the sentence above.

I’ve been teaching English for a year.

She has been studying English since grade 6.

b. Write simple statements of meaning for the underlined structure in the sentence above.

I started learning Vietnamese in August.

I’m still learning it now.
I will still learn it in the future.

c. Conveying meaning: write a context for the structure

I started learning Vietnamese in August. Now it’s September and I’m still learning it. I think I’ll continue to learn it

in October.

d. Change your statements of meaning into concept checking questions, and put the answer you expect.

Did I start learning Vietnamese in August? (Yes)

Am I learning Vietnamese now? (Yes)
Did I learn Vietnamese between August and now? (Yes)
Will I still learn Vietnamese in the future? (Yes)

e. Mark / describe the phonological features of the underlined structure in the sentence above. Consider stress,
linking, problem sounds, any sounds that are weaker/shorter than normal etc.

Stress on the first syllable of ‘learning’, contraction of ‘I have’ to ‘I’ve’, ‘been’ is not stressed

f. Analyse the form and write it as you would on the whiteboard.

Subject + have/has (‘ve/’s) + been + V-ing

g. Which grammar reference book did you use to check your answers? Write the title/page/ etc. below.

Teaching Tenses page 28, 29 by Rosemary Aitken, published by ELB Publishing in 2002.
Teaching English Grammar page 174 by Jim Scrivener, published by Macmillan ELT

6. Vocabulary She managed to swim to the other side.

a. Write two sentences with ‘managed to’ used with the same meaning as the sentence above.

I managed to climb Mount Fansipan.

I managed to get up early for work.

b. Write simple statements of meaning for ‘managed to’ in the sentence above.

She swam to the other side.

It was not easy.
It was difficult.

c. Conveying meaning: write a context for the underlined target language

A girl just learned how to swim last week. This week she tried to swim from one side to the other side of the pool.
It was difficult, but she tried really hard. She was successful.

d. Change your statements of meaning into concept checking questions, and put the answer you expect.

Did she swim to the other side? (Yes)

Was it easy? (No)
Was it difficult? (Yes)

e. Mark / describe the phonological features of ‘managed to swim’ in the sentence above. Consider any
problem sounds.

Stress on the first syllable of ‘managed’, stress on ‘swim’, weak form of “to”
Potential problem sounds:
- /dʒ/ in ‘managed’
- ending sound /d/ of ‘managed’ is linked with /t/ in ‘to’ so we won’t hear much difference between ‘manage to’
and ‘managed to’

f. Analyse the form of ‘managed to swim’ and write it as you would on the whiteboard.

Manage + to + V base form

g. Which learner dictionary did you use to check your answers? Write the title / page/author / publisher / date
of publication below.

Online Oxford Learners’ Dictionaries by Oxford University Press, published on 19 January 2015.