Student Assignment and Feedback Form

Name of Alexandra Power

Trainer/Assessor:
Learner (s) name: Kurbanova Barno

Candidate no:

Level/Qualification: Level 6 Diploma in TESOL

Module/unit no: 4

Assignment(s):

Learning outcomes:

Instructions: Complete all questions Feedback:

Question 1.Essay

Minimum word length: 800 words

What is the place of grammar in language teaching?

Grammar plays an important role in language teaching. Grammar forms guidelines

about the structures of sentences in a language. Grammar helps us to understand
how sentences are formed and combined to provide meanings .Learners should
have profound knowledge on grammar. Without grammar, our communication
would be meaningless as well as confusing. It helps learner to build clear and
precise context while expressing their thoughts. Gaining higher level in language
proficiency requires deeper knowledge on grammar .Also grammar is important for
being fluent in reading, writing, listening and speaking. More specific, good grammar
is essential in effective writing. It allows language learners to use punctuation, words
and sentence structure properly. A missing comma or misplaced words can change
the whole meaning of the sentence; so incorrect grammar can lead to incorrect
meanings.

Grammar is crucial especially for educators of this language. Teachers use grammar
instructions to guide learners to use sentences accurately.

Grammar instruction cultivates critical thinking skills by encouraging learners to

analyze language structures, discern patterns, and apply rules in various contexts.
This analytical approach extends beyond language acquisition, empowering students
to approach challenges systematically and logically. Furthermore, an understanding
of grammar facilitates comprehension in academic subjects, enriching students'
overall educational experience.
In the grand tapestry of language teaching, grammar emerges as a vital thread
that weaves together effective communication, language acquisition, cultural
awareness, critical thinking, and educational enrichment. Its significance is not
limited to theoretical constructs; rather, it has practical implications that resonate
across academic, personal, and professional spheres. Language educators, armed
with an appreciation for grammar's role, become architects of linguistic
competence, cultural understanding, and confident expression in their students.
As language teaching evolves, grammar remains an enduring and indispensable
cornerstone of successful language acquisition and effective communication.

How necessary is it for a teacher of English as a Foreign

Language to have a knowledge of English grammar? Yes, Language teachers should

know the grammar well. A strong grasp of grammar allows language teachers to
explain the rules, structures and instructions clearly and accurately. Of course,
language learners often make mistakes, and teachers with strong grammar
knowledge can notice these mistakes and give right feedback to them. Also,
Learners can have questions about grammar rules and a teacher who has strong
knowledge can answer correctly to these questions. Teachers should prepare study
materials for each lesson and this process requires deep knowledge about grammar.
Teachers should check the students’ writing assignments .Correcting grammar
mistakes and errors requires a solid grammar skills to fullfill this task. Teachers who
master grammar with excellence never has an hesitation on any kind of
assignments or tasks related to grammar. To conclude, a strong grammar is a
reliable tool of the English teacher. Grammar helps teachers facilitate the
communication, provide learners with accurate instructions and successful learning
experience to the students. How necessary

is it for the teacher to have a knowledge of the grammar of

the students’ language or languages? Students having a knowledge about grammar

is beneficial for both teacher and students. Knowing grammar well should be
beneficial to acquire another language. Because students with accurate grammar
foundation can identify difference among different languages and its concepts.
Comparing and contrasts the students own language and other languages grammar
can be beneficial to identify the weak places of learners in that language.
Understanding his language grammar give learners the chance to express her ideas
clearly and accurately. A strong knowledge on grammar contributes learners with
better writing skills. Learning grammar involves to better understandings of
grammar instructions, rules and concepts. When students learn a second language,
his grammar background plays an crucial role in understanding the second language
grammar.

Precision in language is a product of grammatical mastery. The ability to choose the

right words, punctuations, and structures enhances the conveyance of subtle
nuances. Whether it's the distinction between "your" and "you're," or the use of
tenses to indicate timing, grammar equips individuals with the tools to convey
exactly what they intend, leaving little room for misinterpretation.

Language is a vessel for culture, history, and collective knowledge. Grammar plays a
role in preserving this meaning across generations. Accurate grammar ensures that
texts retain their original intent, whether they are literary classics or legal
documents. Without proper grammar, the transmission of knowledge and cultural
heritage becomes fraught with misinterpretation and loss of essence.

In the symphony of language, grammar takes on the role of the conductor, guiding
the harmonious interplay of words and meanings. Its importance is deeply ingrained
in effective communication, intellectual growth, cultural preservation, and success in
various endeavors. Recognizing grammar's crucial significance equips individuals
with the power to engage in meaningful conversations, articulate thoughts with
precision, and navigate the vast world of language with confidence and finesse. As a
beacon of coherence and clarity, grammar ensures that language remains a potent
force that bridges gaps, expresses emotions, and enables the profound sharing of
ideas.

Question 2.Essay

Minimum word length: 200 words

Outline some of the difficulties for learners of English posed by the English verbs
system, both in form and meaning. Suggest steps a teacher might take to overcome
these difficulties.

The English verb system poses some difficulties for learners who are learning
English as a foreign language. The challenges that the learners might face are:

1. Tense. English language has a complex verb system which make this
language different from other languages. The learners might face several
difficulties while understanding and using the tenses.
2. Verb conjugation. English language has some irregular verbs that do not
follow the regular patterns. The learners have to memorize both past forms
 of irregular verbs.
3. Modal verbs. Modal verbs add some nuances to main verbs. Learners may
struggle while using and understanding the difference of each modal verb.
4. Phrasal verb. English language has many phrasal verbs or combination of
verbs with prepositions or adverbs. These phrasal verbs might make a lot of
difficulties as they have different meanings.
5. Psssive Voice. Learning and using passive voice will be difficult and
confusing for learners since this form of verbs has a complex structure.
6. Collocations. Some verbs are usually used with specific nouns or adjectives.
Learners might face difficulties while using nouns or adjectives with verbs.
7. Infinitives and Gerunds. English language has both infinitive and gerund
forms and it is difficult for learners to know the correct form of verbs is used
after certain verbs.

Question 3.Essay

Minimum word length: 200 words

Describe the specific difficulties in English pronunciation met by a group of learners

known to you.

English pronunciation might be challenging for non- native learners as it has

irregular patterns of spellings and sounds.

These are some specific difficulties in pronunciation:

1.Vowel sounds- English language has different vowel sounds which do not exist in
many other languages. For ex. ,a’ is pronounced different in different words.

2.Consonants. These clusters can be challenging for language learners.

3.stress and intonation .English uses stress and intonation to make sentences
meaningful.

4.Silent letters.-Some English words might have silent letters like ,k’ , ,b’ that are not
spelled in some cases,

5. Word stress can fall on different syllables in different forms in the word. For ex.
record might be noun and verb.
6. English has many words that sound the same but have different meaning and
spelling.

7.There are also voiced and unvoiced th sounds do not exist other languages and all
these make some difficulties for new learner to adapt new language.

8.There are letters that can be pronounced in lots of different ways. For ex. ,s’ can
be pronounced as [z] , n pronounced as [m]

9.Non-native speakers usually have problem to pronounce/ th / sound. They often

substitute /th/ sounds with/t/ or /s/ sounds.

Question 4.Task

N.B. If you are not using the same phonemic transcription as we use in Unit 4, please
indicate the source of yours. Also indicate if you are using American or other
standard pronunciation, and the source of the phonemes.

A What are these words in normal English script?

/naɪf/ - knife

/mɪθɒlədʒɪ/ - mythology

/aɪlənd/ -island

/kjʊə/ -cure

/jʊmərəs/ -humorous

/əkwaɪə/ -acquire

/ɪgzæmɪneɪʃən/ -examination

/jʊni:k/-unique

/θættʃ/ -thearch
Question 5.Task

Write these words in a phonemic transcription:

Thumb- /θʌm/

Weather - ˈwɛðə,

deserve - dɪˈzɜːv

, knights - naɪts ,
walked - wɔːkt

, stupid - ˈstjuːpɪd
,
houses - ˈhaʊzɪz

, watching - ˈwɒʧɪŋ
, shoelace - ˈʃuːleɪs
, United States of America - juːˈnaɪtɪd steɪts ɒv əˈmɛrɪkə

Question 6. Essay

Minimum word length: 50 words

Distinguish very briefly between phonetics and phonology.

Phonetics study speech sounds or how speech sounds are produced in the vocal
track, while phonology is a study more complex sounds (syllables, intonation)the
sounds function in particular languages. Basically, phonetics studies how sounds are
produced, transmitted and received. Phonology studies different pattern of sounds
in different languages.
Question 7.Task

Write this sentence in normal script:

/ælɪs wəs bɪgɪnɪŋ təget verɪ taɪəd əv sɪtɪŋ baɪ hə sɪstə ɒn ðə bæŋk ənd əv hævɪŋ nʌθiŋ
tədʊ: :
wʌns ə twaɪs ʃi: həd pi:pt ɪntu: ðə bʊk hə sɪstə wəz ri:dɪŋ bʌt ɪt hæd naʊ pɪktʃəz ɔ: kɒn
vəseɪʃənz ɪn ɪt ənd wɒt ɪz ðə jʊ:s əv ə bʊk θɔ:t ælɪs wɪðaʊt pɪktʃəz ɔ: kɒnvəseɪʃənz/

Elize was beginning target very tired or sitting by her sister on the bank and or
having nothing.

Once a twice she had peeped into the book her sister was riding but it had no
pictures or conversations in it and what is the youth or a book

Question 8.Task

In the third line of the passage in D, ‘had’ occurs twice, once transcribed /həd/ and
once /hæd/.

What is the phonological reason why? In the given example the word ,had’ has 2
different spellings. There in the first sentence verb had is an auxiliary verbs, so the
pronunciation might be different. And in the next sentence ,had’ is pronounced
differently .Besides, the word ,had’ can be transcribed differently based on the
accent and pronunciation pattern of the speakers, it means that in British accent the
vowel sound in ,had’ might be pronounced as shwa sound.
Question 9. Task

Write this sentence in a phonemic script.

Peter flew to London to have talks with his managers at Head Office.-

ˈpiːtə fluː tuː ˈlʌndən tuː hæv tɔːks wɪð hɪz ˈmænɪʤəz æt
hɛd ˈɒfɪs.

Question 10.Task

Write down some minimal pairs which distinguish the sounds

i) /f/ and /v/

ii) / θ/ and /f/

iii) / æ/ and /ai/

iv) /ɒ/ and /ɔ:/

v)/t/ and/d/

vi) /s/ and /z/

vii /b/ and /v/

viii) /l/ and /r/

ix)/v/ and /w/

x)/b/ and /p/

xi) /i/and /i:/

xii) /d/ and /t/

Question 11.Essay

Minimum word length: 100 words

Would you teach your Elementary class bucket or a pail, or would you teach

both words, and why?

Teaching elementary class pupils the word ,, bucket’’ along its synonym can be
effective as it is a great way to expand elementary pupils’ vocabulary. Learning
synonyms enhance learners’ critical thinking and cognitive skills. Teachers have to
use more straightforward and engaging approaches to introduce the relation
between ,, bucket ‘’ and ,, pail’’. However, while teaching these synonyms, it is
important to focus on the usage and nuances of the both words. They have to
emphasize that the words ,,bucket’’ and ,,pail’’ mean similar things. Moreover,
engaging activities, like matching games, synonyms bingo or word puzzles make the
learning process more enjoyable as well as productive.
Question 12.Task

What is the mistake in each of these sentences? State how it might have arisen ( is
the error grammatical, phonological, L1 interference etc )

i) One speaks English here. (On a notice outside a shop)

ii) No one of them answered my letters. – None of them answered my letters.

Here is a grammatical error.

iii) He’s used up all what I gave him.-He’s used up all that I gave him. Here is a
grammatical error. The error is the use of ,what’ instead of ,that’.

iv) After lunch we went to shopping.-After lunch we went shopping. Here is a

grammatical mistake. The verb ,went’ doesn’t require ,to’ before ,shopping’.

v) I have finished the composition this morning.- I finished the composition

this morning. Here is a grammatical mistake. It refers that the action was completed
in the past.

vi) Please take your dinner with us.- Please , take your dinner with you. Here is
agrammatical mistake.

vii) I didn’t ate it because I am not eating pork. -I didn’t eat it, because I don’t
eat pork.- There are also grammatical mistakes in this sentence. Ate should be
corrected to eat after the form ,didn’t’. I’m not eating should be corrected to I don’t
eat.

viii) We enjoyed so much at the beach.-We enjoyed ourselves so much at the

beach.

ix) The driver damaged his arm and three passengers were destroyed. -The
driver was injured his arm and three passengers were hurted. , damaged ‘ should be
corrected to, injured’ and ,destroyed’ should be corrected to ,hurted’, because
damaged and destroyed are not appropriate to describe harm to people.

Only one was not wounded in the accident.

 x) She leaves in an apartment.-She lives in an apartment. There is a
phonological mistake in this sentence. ,leaves’ and , lives’ have different meanings.
To leave is to depart, but to live is to inhabit or to reside.

Question 13.Task

How transparent do you feel these words are, supposing students know at least one
meaning of the constituent morphemes:

Firework- fire + work= compounding ;

Lamppost -lamp+post= non-transparent

right-hand man-right+hand+man- transparent

half-heartedly- half+heart+ed+ly- transparent

left-winger= left+ winger- transparent; birthday card= birthday +card- transparent;

leave out= leave + out- transparent; good-looking=good+ looking- transparent;

first-class= first +class- transparent; make off with = make+ off+ with- transparent
Question 14.Task

Describe as precisely as you can what happens (in manner and place of articulation)
when saying the phrase ‘Queen of Spades’.

[kwiːn ɒv speɪdz]

[v]-fricative, voiced

[k]- velar, plosive and stop, voiceless [s]- dental and alveolar, unvoiced

[p] bilabial,unvoiced

[w]-bilabial, semi-vowel, voiced [ei] vowel

/iː/- consonant vowel [d] dental and alveolar, voiced

/n/- dental and alveolar /z/ fricative, voiced

Question 15.Task

How many embedded sentences are there in the following

sentences? If you can, analyze them by means of a tree diagram or any other way.

Comment on the overall complexity.

i) Alice was just beginning to think to herself, ‘Now, what

am I to do with this creature when I get it home?’ when

it grunted again, so violently, that she looked down into

its face in some alarm.

Embedded clauses- when I get it home; that she looked down into its face in some
alarm.

ii) This time there could be no mistake about it: it was

neither more nor less than a pig, and she felt that it

would be quite absurd for her to carry it any farther.

Embedded clause- and she felt that it would be a quite absurd for her to carry it any
father.

Question 16.Task

The following passage from ‘The History of Mr Polly’ contains a number of words
which are surely beyond a 20,000 word vocabulary. They have been changed into
nonsense words so that you are in the same position as an advanced student
reading the book. What can you deduce from the context (including grammatical
clues) about the italicized words?

Slowly, argumentatively, and reluctantly, Uncle Jim waded

downstream. He tried threats, he tried persuasion, he even

tried a belated note of pandon; Mr Polly remained insollerable,

 if in secret a little perplexed as to the outcome of the

situation. ‘This cold’s getting to my lunner!’ said Uncle Jim.

‘You want cooling. You keep out in it,’ said Mr Polly.

They came round the bend into sight of Nicholson’s lat, where

the backwater runs down to the Potwell Mill. And there,

after much furdor and several wainds, Uncle Jim made a

desperate effort and struggled into the clutch of the

overhanging morriers on the island, and so got out of the

water, with the mil-stream between them. He emerged

dripping and muddy with poldentive. ‘By Gaw!’ he said.

‘I’ll skin you for this!’

Step 1. Imagine yourself being an advanced student studying literature.

Step 2. Read the passage taken from The History of Mr Polly

Step 3. While reading try to guess the meaning of all italicized nonsense words

Step 4. Research and find or predict words that could come equal to the meaning of
these nonsense words.

Step 5. Make a list of them.

A nonsense word Substitute

Pandon Pathos- sadness
Insollerable Intolerable
Lunner Dinner
Furdor Further
Wainds Winds
Morriers Mirrors
Poldentive Pendentive
Gaw Horror
‘ll will
Question 17. Task

Explain the difference between the following pairs of sentences. Are there any
pronunciation differences?

Intonation and punctuation play an important role in meaning of the sentences.

They help prevent misunderstandings and make the communication effective. In the
first sentence

i) She read the letter which upset me.

She read the letter, which upset me.

Here the placement of comma changes the meaning of the sentences. The
determiner which refers the letter. In the second sentence the which pronoun refers
the pronoun she.

ii) He keeps his canary in the bathroom.

He keeps his canary in the bathroom?

Here the first sentence is declarative sentence. It states factual statement that
doesn’t require any questioning. But the second version is interrogative indicated by
question mark. The tones also differ that declarative sentence has a falling tone at
the end but interrogative sentence has a rising tone at the end.

iii) They went to Austria and Italy.

They went to Austria and Italy ...

The first statement refers to completed action while the second one refers
unfinished information.

Write here mostly about the role of punctuation in writing and the role of intonation
in speech, and compare them.

Punctuation plays a essential role in writing providing meaning and clearity to the
sentence. Each punctuation mark indicate different types of sentences. Intonation
also plays an important role in communication adding meaning and emotions to the
sentence. Changing the intonation can change the tone and meaning of the
sentence. Intonation can emphasize the specific words or phrases in the sentences
for highlight the most important information. Intonation conveys emotions and
feelings. Both punctuation and intonation help clarify the structure of the sentences.

Question 18.Task

Analyse this sentence into morphemes. Curly brackets {} are often used to indicate
morphemes, and you can do so if you wish:

First he put his dirty sweater and socks into the washing machine, then returned to
the armchair in front of the television.

First- {first} – root, lexically free

He- {he}- root, lexically free

Put- {put } -root, lexically free

his –[his]- root, lexically free

dirty –[dirt]- root, lexically bound+[y]- derivational affix

sweater-[sweat]-root, lexically bounding, [er]-derivational morpheme

and- grammatically free morpheme, function word

socks- {sock}= root, lexically free

+ {s} = grammatical inflectionally bound suffix

into- [in]-grammatical free, function word, [to]- grammatical free, function word

the- { the}= grammatically free morpheme, function word

washing machine –[wash]

then-[then]-root, grammatical free, function word

returned –[re]-lexically free, prefixation, [turn]- root, lexically free, [ed]-inflectional

morpheme

to- grammatically free, function word

the -grammatically free, function word

armchair –[arm]- root, lexically free, [chair]- lexically free

in -grammatically free, function word

front -grammatically free, function word

of – grammatically free, function word

the – grammatically free, function word

television-[tele]-grammatically free, prefixation, [visio]- root, lexically word, [ion]-

grammmatically free,suffixation

Question 19.Task

Are there any differences between the italicized words?

You have made absolutely no progress.

In this sentence the word ,, progress’’is stressed on the first syllable- PROG-ress. The
intonation falls slightly on the stressed syllable.

If you want to progress, you’ll have to work harder.

In this sentence the word ,, progress’’ is stressed again on the first syllable- PROG-
ress. The intonation rises slightly on the stressed syllable.

In both sentences the stress pattern helps to highlight the word ,, progress’’.

Progress and to progress have the same meanings, but they are used in different
ways. ,,Progress’’ is a noun which refers to the advancement or
improvement ,while ,, to progress’’ indicates the action of moving forward or
improvement.

Question 20.Task

Is ‘room’ in these sentences one word or two? Are there any teaching implications?

This room is quite small, we could use it as the office.

In this sentence the word ,,room’’ refers to a defined space within a building that is
mainly used for specific purposes such as living, working or studying. So, in this
context ,, room’’ indicates the space within a building.
There’s not enough room in the case for your dressing gown.

In this sentence the word ,,room’’ indicates a suitable capacity within the case. It
refers that there is not sufficient space within the case to accommodate the dressing
gown.

In any language you know, do these translate into one word or two?

In my mother tongue, these two words are translated as ,, xona’’ and ,,joy’’. These
two words have similar meanings, but they are used for different purposes here.

Question 21.Essay

Minimum word length: 100 words

Give an example of a word in another language, whose semantic field is different

from the nearest English equivalent. How do they differ in meaning, and would the
difference pose any problem for a learner (of English or the other language)?

We often face the words which can appear in other languages with another meaning
(false friends) . But these similarities can lead to confusion for language learners.
Here are examples of false friends:

1.Library (English)-Libreria(Spanish). In English ,,library’’ is a place where books are

stored and borrowed. But in Spanish ,,libreria’’means bookstore.

2.Actual (English)-Actual (Spanish). In English ,, actual’’ means existing in reality, but

in Spanish actual means ,, up- to-date’’.

3. Chef (English)-Chef(French). Chef means professional cook in English, but in

French Chef refers to chief or leader.

4.Lecture(English)- Lektion(German). Lecture means a spoken presentation in

English, but In German ,,lecture’’ means a lesson.
 Action

1.

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