ASSIGNMENT 1
LANGUAGE RELATED TASKS
Candidates can demonstrate their learning by:
a) analysing language correctly for teaching purposes
b) correctly using terminology relating to form, meaning and phonology when analysing language
c) accessing reference materials and referencing information they have learned about language to an appropriate source
d) using written language that is clear, accurate and appropriate to the task
Length: 750 - 1,000 words
This assignment follows on directly from the input sessions on Phonology, Language Awareness and Planning. It will help you with the practical task of completing Lesson Plans for TP, that is, when you are preparing to teach a lesson involving new language items you will need to include something similar on your language analysis sheet. To pass this assignment, you must have no more than four major errors in your description of form, meaning and phonology. Please write you word count on your assignment.
Task
Analyse each of the underlined language items below, using these headings and following the format overleaf.
1. Contexts/situations for presentation; create a context to illustrate the meaning.
2. Characteristics
i) Meaning: the essential elements
ii) Form: use appropriate labels
iii) Pronunciation: think about how a native speaker would say the sentence and identify any phonological features of the target language
3. Check understanding; use concept questions and devise timelines when appropriate.
Language Items
a) I’ll be lying on the beach this time next week. (Intermediate)
b) There’s the bell. It must be the postman. (Intermediate)
c) I remembered to lock the door vs I remember locking the door. (Upper Intermediate)
d) Would you mind opening the window? (Intermediate)
e) That child is spoilt. (Pre-Intermediate)
Target Language: She used to go on holiday with her family (but now )
Level: Pre-intermediate
1. Context
I'd describe a Shirley Valentine character, using a magazine picture of a tropical paradise to show where she goes on holiday now. I would draw two pictures, one of the character in 1990, with husband and children in Blackpool, the second of her this year, lying in a hammock under a palm tree with friends. I would then try to elicit the target sentence.
2. Characteristics
i) Meaning: Different from the Past Simple – repeated activity not a single action and no longer true
ii) Form: She (subject pronoun) + used to + bare infinitive Did she use_ to + infinitive? She didn't use_ to + infinitive
iii) Pronunciation: She used to go. /ʃɪjuːstəgəʊ/ Weak form of 'to' /tə/ The ’d’ of 'used' is not pronounced Main stresses on `used' and `family'
3. Concept checking questions
Teacher Students
Is this sentence about now or the past? The past
Who did she go on holiday with? Her family One time or many times? Many times
Does she go with them now? No Who does she go with? Her friends
Recommended Reference Books
● Practical English Usage, Michael Swan, OUP
● How English Works, Michael Swan and Catherine Walter, OUP
● English Pronunciation Illustrated, John Trim, CUP
● Sound Foundations, Adrian Underhill, Macmillan ELT
● The Good Grammar Book, Michael Swan and Catherine Walter OUP
● Teaching English Pronunciation, Joanne Kenworthy, Longman
● Headway Upper Intermediate Pronunciation Bill Bower and Sarah Cunningham OUP (i –xi)