Assignment 2: Language Related Tasks

NAME: Ahmed Fawzy

I confirm this is my own work. Signature, please.

Assessment criteria. Candidates must be able to: 1st sub 2nd sub

- analyse language correctly for teaching purposes Partiall

y

- correctly use terminology relating to form, meaning and phonology when Partiall
analysing language y

- use suitable means for conveying and checking the meaning of target language Partiall
y

- access reference materials and reference information they have learned about to Yes
an appropriate source

- use written language that is clear, accurate and appropriate to the task Mostly

Yes/No Date 1st marker 2nd marker

PASS
RESUBMISSI Yes 15.06.2023 Hamed Sherif
ON 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 – vocabulary and grammar – 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 two lexical items , and
in part two, analyse the three listed grammatical structures. See the specific rubric for
each part.

Note that you are required to do some reading and research and you must 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 your handouts you’re

your input session s).
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.

a library (as in the place we borrow

books from) (Elementary)

a) Analyse the meaning (say what it The place where we go to read and borrow books.
means)

b) Describe how you would convey Show a picture of a library.

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 of the Do you go there to read books? Yes

meaning of the word or phrase (e.g. Can you borrow books from there? Yes
using concept questions, synonyms, Can you buy books from there? No
visuals etc).

d) Anticipate a problem or problems that P: Students might confuse library with bookshop and
learners might have with the meaning stationery because they use one word for all of them in
and propose solutions. Arabic.
S: Show pictures of the three places and ask CCQs to
consolidate the meaning.
CCQs Ex:
Can you buy a pencil from a library? No
Can you borrow books from a bookshop? No
e) Say what issues of form you would Library is a noun. We often use after the phrasal verb
need to address in order to help the go to.
students use it correctly in a sentence
(e.g. word type, dependent
prepositions, important collocations,
irregular plurals).
f) Anticipate a problem or problems that P: Students might add only -s in the plural form; so
learners might have with the form and they think it is librarys, not libraries.
propose solutions. S: Remind the students that when we have a noun
that ends in a consonant + y, we turn the y into i then
add es; as in baby – babies.
g) Identify and highlight key phonological /ˈlaɪbrəri/
features (e.g. word stress, problematic The word has several pronunciations, the one
sounds). mentioned above, /ˈlaɪbri/ and  /laɪbreri/ 

h) Anticipate a problem or problems that P: The /r/ sounds in the word might be a little bit
learners might have with phonology and challenging for the students thus, they might pronounce
propose solutions. it as a four-syllable word instead of three.
S: Drill the word very carefully and highlight the
problematic sound but inds.
to be sensible (Intermediate)
a) Analyse the meaning (say what it to be reasonable, showing good judgment.
means)

b) Describe how you would convey Last February, I was out of money; I only had 2100 pounds and
the meaning (e.g. visuals, realia, I knew that I wouldn’t be making any money soon because I
context, wasn’t working.
including use of the item. Please include So, I saw this wonderful jacket that was on 50% sale and cost
pictures if you intend to use them 1900 pounds. I bought it but stayed for the rest of the month
with little to no money at all.

c) Check students’ understanding of the Did I make the right choice? No

meaning of the word or phrase (e.g. Did I have good judgement in using my money? No
using concept questions, synonyms, Should I have put the money to good use? Yes
visuals etc).

d) Anticipate a problem or problems P: Students might confuse sensible with sensitive; because they
that learners might have with the sound alike.
meaning and propose solutions. S: Write the two words on the board and illustrate the difference
in meaning between them.
e) Say what issues of form you would Sensible is an adjective which means they can use it either
need to address in order to help the before a noun or after be.
students use it correctly in a sentence
(e.g. word type, dependent
prepositions, important collocations,
irregular plurals).
f) Anticipate a problem or problems that P: Students might confuse the ending -ible with -able.
learners might have with the form and S: After drilling the word, it will be written on the board for
propose solutions. students to be able to see the correct spelling.

g) Identify and highlight key phonological /ˈsensəbəl/

features (e.g. word stress, problematic
sounds).

h) Anticipate a problem or problems P: Students might pronounce it as /ˈsensaɪbəl/ because it

that learners might have with has an -e at the end.
phonology and propose solutions. S: Drill the word many times and show that the suffix
-ible is always pronounced /əbəl/.
 She’s been to China. (Pre-
Intermediate)

a) Analyse the meaning (as if you were The Present Perfect Simple is used to talk about experiences
writing notes for a colleague or yourself). people have had at some time in their lives. When it happened
is not specified.
b) Describe how you would convey the My friend Jane told me that she travelled to China. She stayed
meaning in order to elicit the target there for some time.
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 Did she visit China? Yes Now
meaning of the underlined target Do we know when she visited? No
language (using concept questions, Does she remember her visit? Yes
and timelines if appropriate). Is she Alive now? Yes

?? ? ? ? ? ?
born

d) Anticipate a problem or problems that P: Students might find the concept of the tense difficult to
learners might have with the meaning and understand, and since there is no equivalent tense to it in
suggest solutions. Arabic, they might tend to use the past simple tense.
S: Demonstrate the difference in usage between past
simple tense (an action started and ended in the past) and
present perfect simple (experiences people have had at
some point in their lives).
e) Highlight the form of the underlined Present Perfect Continuous
target language as if you were doing it for She ’s been to
students China.
in the classroom. Name the structure. Sub (he/she/it) + has (‘s) + P.P.
Subj (I/we/you/they) + have (‘ve) + P.P.
f) Anticipate a problem or problems that P: Students might confuse ‘s as is and not has.
learners might have with the form and S: Draw students’ attention that is is followed by a v+ing
propose solutions. whoile has is followed by a past participle.

g) Identify and highlight key phonological

features of the entire sentence (e.g. She’s been to China.
sentence stress and weak forms).

h) Anticipate a problem or problems that P: Students might not pronounce ‘s or pronounce it as is.
learners might have with phonology and S: Use back chain in language to drill.
propose solutions.
I wish I had a Ferrari. (Intermediate)
a) Analyse the meaning (as if you were We use wish + a past simple verb to express regrets and
writing notes for a colleague or yourself). wishes for unlikely or impossible things.
b) Describe how you would convey the I show a picture of a poor man wanting to have a Ferrari
meaning in order to elicit the target and ask students to try and tell the story.
language from students (e.g. context, “So, this man has no money at all and he wants to buy
supporting visuals. Do not include the Ferrari. When he sees this car, the only thing he thinks
TL (target language) as part of how you about is having it.”
convey it as you will be aiming to elicit it
from the learners.) This is your context.

c) Check students’ understanding of the Is the man rich? No

meaning of the underlined target Can he buy the Ferrari? No
language (using concept questions, Does he want it? Yes
and timelines if appropriate). Does he really want it? Yes
Can he have it? No
d) Anticipate a problem or problems that P: Students might think that this is a wish about the past
learners might have with the meaning and and not the present or future because of the use of the
suggest solutions. .past form
.S: Ask students CCQs to consolidate the meaning
?Ex: Are we talking about past, present or future

e) Highlight the form of the underlined Present dissatisfaction

target language as if you were doing it for I wish I had a Ferrari.
students Subj + wish + past simple
in the classroom. Name the structure.
f) Anticipate a problem or problems that P: Students might focus on the past simple that they
learners might have with the form and forget to conjugate wish correctly.
propose solutions. S: Remind students of the present simple form
(wish/wished)
g) Identify and highlight key phonological
features of the entire sentence (e.g. I wish I had a Ferrari.
sentence stress and weak forms).

h) Anticipate a problem or problems that P: students might find linking difficult and try to
learners might have with phonology and pronounce each word separately.
propose solutions. S: Use back chain in language to drill.
 They had their car repaired.
(Upper Intermediate)
a) Analyse the meaning (as if you were We use the causative when someone else does
writing notes for a colleague or yourself). something for you or on behalf of you.
b) Describe how you would convey the I show a picture of a family at an automobile repair shop.
meaning in order to elicit the target I provide the context to the story: this family was going on
language from students (e.g. context, a vacation but they needed to fix their car first. So, they
supporting visuals. Do not include the took the car to the mechanic to fix it.
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 they fix the car themselves? No
meaning of the underlined target Could they fix the car themselves? No
language (using concept questions, Did they want to fix it? Yes
and timelines if appropriate). Who fixed the car? The mechanic
Is it present, past or future? Past
d) Anticipate a problem or problems that P: Students might find the causative to be tricky, as they
learners might have with the meaning and might think that the subject of the sentence is the one
suggest solutions. who gets the verb done.
S: Tell students that it is better to understand the context
of the sentence first.
e) Highlight the form of the underlined The causative
target language as if you were doing it for They had their car repaired.
students Subj + to have + object + past participle
in the classroom. Name the structure.
f) Anticipate a problem or problems that P: The key problem might be have. Because it is the only
learners might have with the form and part of the structure that should be changed to represent
propose solutions. the used tense, students might find it a little bit difficult to
focus on both the tense of have and past participle.
S: Give many examples in different tenses and students
compare the tenses first by just looking at have.
g) Identify and highlight key phonological
features of the entire sentence (e.g. They had their car repaired.
sentence stress and weak forms).

h) Anticipate a problem or problems that P: students might find linking difficult and try to
learners might have with phonology and pronounce each word separately or forget a word.
propose solutions. S: Use finger correction.

17 Boulos Hanna, Dokki, Giza, Egypt

e-mail: [email protected] | Website: www.ihcairoeg.com
References

● “Concept Questions and Time Lines” by Graham Workman (Graham

Publishing, 2005)
● “English Grammar in Use” by Raymond Murphy (CUP, blue 1985,)
● “How to Teach Vocabulary” by Scott Thornbury
● BBC Learning English - Course: Upper-intermediate / Unit 15 / Session 1 / Activity 1

17 Boulos Hanna, Dokki, Giza, Egypt

e-mail: [email protected] | Website: www.ihcairoeg.com