ASSIGNMENT 2 : LANGUAGE RELATED TASKS

Criteria for Assignment 2: Language related tasks Met- yes/ no

Analysing language for teaching purposes

Correctly using terminology relating to form, meaning and phonology when

analysing language

Accessing reference materials and referencing information you have learned

about language to an appropriate source

Using written language that is clear, accurate and appropriate to the task

Tutor comments:

Tutor signature:

Pass: Resubmit: Date for resubmission:

Tutor comments on resubmission:

Pass on resubmission: Fail:

Double marking tutor’s signature:

ASSIGNMENT 2: Language related tasks

Assignment Length: Approximately 750 – 1000words.

For the language items below:

A. Identify (name) the language structure and analyse its form

B. Briefly describe its use (meaning) in the given context

C. Identify possible student difficulties with the form, use and

pronunciation

D. Identify a new common context through which the language could be

clarified, including 3 model sentences, in this new context. This should be
different to the context as given in the assignment

E. Write 2 concept questions you could use in class to check learners’

understanding, giving the correct answer to the CCQ after it. These
questions should relate to one of the model sentences in D.
Example 1: Pre-Intermediate Grammatical Structure

I’m interviewing Mr Tanner at three o’clock.

(A business person discussing their appointments with their secretary)

A. Name of structure: the present continuous.

Form: subject + verb to be in present simple tense + verb with –ing.

B. Meaning: Talks about a future arrangement.

C. Problems:

Meaning: 1. Students may believe that we are talking about the present,
rather than the future.

2. Students may use ‘will’ instead of Present Continuous to

talk about arrangements.

Form: 1. Students may omit the verb ‘to be’ in forming the sentence.
(I interviewing Mr Tanner)

2. Students may use the infinitive of the verb instead of the –

ing form. (I´m interview Mt Tanner)

Pronunciation: 1. Students may have difficulty producing the contraction of

the verb to be.

2. Students may pronounce –ing as /ink/ and stress it.

D. Generative Context: Someone is talking about this engagement diary entries for the
coming week in order to arrange meeting his friend for a drink.

Model 1: I’m playing tennis with Bob tomorrow.

Model 2: I’m meeting my parents for lunch on Saturday.

Model 3: I’m having dinner with Susannah on Monday afternoon.

E. Concept Check Questions for Model 3:

I’m having dinner with Susannah on Monday afternoon.

1.Is the dinner in the present or (Answer: Future)

the future?

2.Does Susannah know about (Answer: Yes, it has been arranged)

it? How?

Example 2: Upper-Intermediate Lexical Structure

 He took it out on me.
(Someone telling a friend about reason for a series of arguments they had with their partner)

A. Name of phrasal verb with ‘take’.

structure:

Form: subject + take (conjugated) + it + out + on + object

B. Meaning: Talks about someone being angry or upset about something and treating someone
else unfairly as a result.

C. Problems:

Meaning: 1. Students may not realise that the object-in this case ‘me’ is treated unfairly
by the subject.

2. Students may not be able to relate the subject’s actions to ‘it’ in this
sentence.

Form: 1. Students may omit ‘it’ because they may consider that objects generally
come at the end of phrasal verbs. (He took out on me)

2. Students may omit one of the prepositions, ‘out’ or ‘on’ simply because it is
quite a long phrase and also because the first phrasal verbs students learn
have only one particle. (He took it out me/ He took it on me)

1. Students should stress ‘took’ and ‘out’, instead they may stress ‘it’ and ‘on’
Pronunciation: or they may stress every word, which would make them sound unnatural,
especially as these are one syllable words.

2. Students may have difficulty producing ‘it’ as it is unstressed.

D. Generative Someone is talking about how their boss showed his anger in the office after the
Context: company lost a million pounds.

Model 1: He took it out on Matt, he shouted at him.

Model 2: He took it out on Lisa, he fired her because she was wearing jeans

Model 3: He took it out on the water cooler, he kicked it.

E. Concept Check Questions for Model 2 : He took it out on Lisa.

Did the boss treat (Answer: Yes)

Lisa badly?

Was this fair? (Answer: No)

To avoid having to resubmit PLEASE READ THIS CAREFULLY:

Reasons why trainees need to resubmit:

 ● For sections A, B and C trainees comment on a new example sentence. You
must comment on the example given.
● In A, trainees give either the structure or the form. You need BOTH.
● In B, trainees do not explain the use clearly enough or omit important parts of the
use. Research the structure in textbooks to find the use.
● In C, trainees don’t give enough examples of student difficulties of form, use and
pron. We strongly recommend giving at least two SIGNIFICANT difficulties for
each category to avoid resubmission.
● In C, trainees give difficulties with associated structures, but not specifically the
one given. For example, they give difficulties with modals, rather than just
“should”, the underlined structure. Write problems relating to the underlined
structure.
● In D, trainees use the same example as the one given. You should use a new
example.
● In D, trainees only give 1 model and not 3. 3 models are needed.
● In E, trainees give CCQs for the original example and not their own model. Your
CCQs should check your example.
● In E, trainees give CCQs for the vocabulary, not the structure. It is the concept,
i.e. the use, of the structure you need to check.
● In E, trainees give CCQs that check the grammatical form, not the concept. e.g.
“Is it a verb or an adjective?” You should focus on the concept, i.e. the use - “Is it
used to talk about past, present or future?”
● In E, trainees only give one CCQ. You need to include at least 2 CCQs.
● In E, trainees use the same structure as the example in the CCQs, e.g. Should
he try? You need to use ‘easier’ language for the CCQ.
● In E, trainees use overly long CCQs. Keep your language simple.

Books that may help you complete this assignment:

● Your coursebooks – they have grammatical descriptions and useful context ideas
appropriate to the level of the students.
● English Grammar in Use by R. Murphy – A classic, mostly preferred by students
than teachers
● Grammar for English Language Teachers by M. Parrot – Good for finding
potential problems.
● Practical English Usage by M. Swan

Remember: A generative context is a conversation (or written exchange) between

2 specific people (parent to child, colleagues, shopkeeper and customer etc)
about a specific topic (teaching how to ride a bike, gossiping about the boss,
discussing the weather etc.) that means that the language you’re teaching will
occur naturally in that conversation multiple times.
Context for the LRT assignment: A CELTA trainee writing into their diary at the start of
week 2 of the course. You need to analyse the language in bold in the following four
sections of the assignment.

Dear diary,
I’ve finally done it and signed up for a CELTA course! It started last week and it’s quite
demanding, but I am learning a lot and I knew it wouldn’t be an easy ride. Each day I
have teaching practice in the mornings. The students are lovely and are always looking
forward to their lessons with us. I used to dream about becoming an English teacher
for so long and in a month, I will have finished the course and this dream will be a
reality! There is lots of work to do before then, and I have to get my head round the
grammar. It’s a bit difficult for me, but I know that if I work hard, I will learn it
eventually.
Have to dash!
Jim

Section 1
Elementary Grammatical Structure
I used to dream about becoming an English teacher.

Name of structure: The Past simple in multi verb phrase.

Form: Subject + Used to+ bare infinitive (without to)
Meaning: We use ‘used to’ to talk about past habits (repeated past actions) that don't
happen anymore.

Problems: Meaning
1.. learners understand this form to refer to habitual activity in the present, perhaps
because they have come across and remembered be+ used to+ -ing (e.g. I'm used to
getting up early), or because the two forms have been taught together and they forget
which is which. This can result in inappropriate use..

2. Learners may be of the understanding that Used is the last of Use – in this context, a
present simple and present participle are not available.

Problems: Form:
1. Students may forget to use ‘to’ – this is a common mistake and results in lack of
coherence.

2. Students may add am/is/are before used to in confusion. This could result in the
production of ‘I am used to swim when I was a child’ – the student is blending the two
very different meanings of used to and I am used to
Problems: Pronunciation
1. /aɪ juːzd tu/ These sounds are assimilated due to the similar –/d/ and following -/t/.
Back chaining would be useful pronunciation tool. Subsequent drilling would reinforce

2. /aɪ juːzd tu/ It is still common for students to pronounce as /id/

Generative Context:
A father is telling his son about when he lived in Japan for five years between 1999 and
2004.
Son: “Dad, have you ever been to the far east”?
Father: “Yes son, I used to live in Japan”.

Remember: A generative context is a conversation (or written exchange) between

2 specific people (parent to child, colleagues, shopkeeper and customer etc)
about a specific topic (teaching how to ride a bike, gossiping about the boss,
discussing the weather etc.) that means that the language you’re teaching will
occur naturally in that conversation multiple times.

Model 1: I used to dream about buying a vintage car.

Model 2: I used to dream of going to Cambridge.
Model 3: Back then, I used to dream of going to the World Cup final.

Concept Check Questions for Model: 2.

Does the person still dream of going to Cambridge? No
Did the person dream regularly about going to Cambridge? Yes

Section 2
Pre-Intermediate/ Intermediate Grammatical Structure

… if I work hard, I will learn it.

Name of structure: The first conditional clause.

Form: If + present simple, will/won't + bare infinitive.
Meaning: The first conditional is used to talk about a probable or certain outcome in
the future (main clause), or something we believe will happen if the condition is
satisfied (conditional clause)

Problems: Meaning:
1. Conditional sentences avoidance. It is very common for learners to find ways of
expressing themselves which enable them not to use language they find 'difficult'
2. Students may confuse the timeline of the two actions. Neither action has occurred
yet. The first action is the cause, the second is the probable result. Students can
confuse the two and place them incorrectly.

Problems: Form:
1. In listening, conditional sentences pose much more of a problem. In many languages
conditional meaning is signalled by adverbs in the conditional clause or by an expression
added to the end of the conditional clause

2. We don’t normally use will and would in the first conditional clause.

Wrong: If you will come tonight, I will make a delicious dinner.
Correct: If you come tonight, I will make a delicious dinner.

Problems: Pronunciation:
1. Placement of stress can be challenging. If you study hard, you will learn a lot of
English. Emphasis will be placed on the action in the conditional clause (study) and the
outcome in the main clause (will learn).
2. Students may avoid using conditional clauses because they lack confidence in using
them. As a result learner may stumble, pause and change word order.

Generative Context:
An orthodontist is advising a young patient on possible treatment.
Orthodontist: “If we fit braces, you will have lovely straight teeth within a few years”.

Model 1: If I get the car fixed, It will drive fine.

Model 2: If I go to the doctor, my mind will be at ease.
Model 3: If she takes a vacation, she will fell more relaxed.

Concept Check Questions for Model : 3.

Did she take a vacation? No
Will she feel relaxed before or after the vacation? After

Section 3
Upper - Intermediate Lexical item

It’s a bit difficult for me, but I know that if I work hard, I will learn it eventually.

Name of structure: Adverb

Form: Derived from the (stem) eventual. Affixation is used to add the suffix (-ly) to from
the adverb.
Meaning: In the end, especially after a long time or a lot of effort, problems, etc. “After
many years of work, he eventually passed the Bar exam”.

Problems: Meaning:
1. Spanish speakers often use this to mean “every now and then” (its use in Spanish).
2. ‘eventuell’ is often used a as a false cognate for German speakers. This translates
as maybe.

Problems: Form:
1. Students may write the word with one L (eventualy) instead of the correct form with LL
(eventually)
2. Placement or adverb – can be before or after the verb.
“I found them eventually”
“I eventually found them”
Options for word order can cause confusion.

Problems: Pronunciation: /ɪˈvɛnʧəli/

1) Students may omit the suffix and only present the adjective.
2) Students may pronounce correctly. A common error is /t/ and /u/. This should
present as /ʧ/.

Generative Context:
A parent is encouraging their child to practice their tennis serve.
Child: “I keep serving into the net, it’s too difficult”’
Parent: “Keep trying, it will take time but you will get it eventually”

Model 1: After a long search, the rescue team eventually found the missing child.
Model 2: He lost his car key, but found them eventually.
Model 3: Her eyesight is getting bad, she will go blind eventually.

Concept Check Questions for Model: 2.

Did he look for his keys for a long time? Yes
Did he find his keys? Yes

Section 4
Upper- Intermediate / Advanced Lexical item

I am learning a lot and I knew it wouldn’t be an easy ride

Name of structure: Idiom (common parlance).

Form: Be + indefinite article+ Adjective+ singular countable noun (ride)
Meaning: (informal) Negative: to experience/not experience difficulties when you are
doing something. Positive: A usually difficult task is completed with difficulty or struggle.
Problems: Meaning:
1. Students may see the individual words and try to find the literal meaning
2. Appropriate use may be difficulty. For the positive, a subject must be a lengthy task
which would normally be seen as difficult. This can be challenging.
Wrong: Opening the window was an easy ride.
Correct: It took a month to redecorate the kitchen and living room, but it was an easy
ride

Problems: Form:
1. Confusion may arise from be. This idiom is usually used in the future (oftern with a
modala uxilary verb – This should be an easy ride for examp[le. It is not generally used
in the present. For use in the pat the be will need congregate to was/were.
2.
Problems: Pronunciation: /biː ən ˈiːzi raɪd/
1. biː ən ˈIːzi raɪd – Caternation is applicable on the second syllable. The consonant
(of an) and vowel (of easy) will be merged to create /niː/
2.

Generative Context:
One friend telling another friend about a lengthy task which was easy to complete.
Friend 1: “lots of people found the course difficult, but I found it to be an easy ride”

Model 1: The geography course will be an easy ride.

Model 2: They will not be given an easy ride.
Model 3: The pilot training should be an easy ride.

Concept Check Questions for Model : 1

Has the course started? No
Did the speaker think the course will be easy or difficult? Easy

Word Count (total minus 1639):

Bibliography:

https://tophonetics.com/
https://dictionary.cambridge.org/
TIMES, SUNDAY TIMES (2016)
Times, Sunday Times (2014)
https://www.collinsdictionary.com/
Grammar for English Language Teachers_M. Parrott