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Date:
Word count: 750-1000
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Assignment Two: Language Related Tasks
This assignment requires you to research, and reflect on aspects of language. The types of target language considered include grammar and
vocabulary. You will be asked to analyse concept, form and phonology and identify important problems that students may have with the language,
giving solutions to these problems, as you need to do when planning lessons.
Task:
Part A – Grammar; Part B - Vocabulary
Here are 2 sentences with a grammatical structure underlined in each one and 2 sentences with a vocabulary item underlined. Follow the
instructions below a – g for each task (2x grammar and 2x vocabulary)
You need to analyse one grammar structure and one lexical item from each level (ie you cannot choose all of your items from one level only)
NB: Look at the examples provided below for a grammar structure and for a lexical item and follow the layout. Your answers should be about 300
words for each grammar item and 200 words for each of the vocab items.
● Grammar (Elem)
1. You mustn’t smoke here.
● Grammar (upper intermediate)
1. I wish I hadn’t lost my temper.
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a). Analyse meaning: say what the statement means, using appropriately graded language for the level of students (in brackets)
b). Imagine you are teaching this language item to a class of the specified level & they ask you what it means, or when do we use it? Describe a
context that would help convey/clarify its meaning.
c.) State how you would check student’s understanding of the language item. Write concept questions you would ask & provide the answers. IF a
timeline is appropriate, you should also include this. You can include other ways of checking too, if you wish. Link these questions to your context
(point b)
d.) Highlight the key pronunciation features of the spoken form of the target language (use phonemic script where useful). Word or sentence stress;
weak forms; features of connected speech ( contractions, linking, assimilation, elision etc.)
e). Highlight the form and label the parts (using terminology) as if you were doing it for students in the classroom on the board. Name the
structure or tense if it has a name, or the “part of speech” (e.g. noun) for vocabulary.
f). Identify at least ONE problem in each area (meaning, form and pronunciation) that students might have with the features you listed above. Make
these appropriate to the specified level.
● What aspects of the meaning might be difficult for students to grasp? Do these words/structures have other uses (meaning)? Are there other
words/structures that express something similar? Does the structure exist in students L1?
● What form-related mistakes might students make when trying to use the item?
● What problems might students have with particular sounds, word stress or other pronunciation issues? Use your common sense as well as
reference sources.
g). State which reference books or other sources you used to help you analyse this structure.
Recommended Literature:
M. Swan - Practical English Usage
Carter, et. al. – English Grammar Today
M. Parrot – Grammar for English Language Teachers
Graham Workman – Concept Questions and Timelines
Murphy – English Grammar in Use
Dictionaries
Grammar Reference in the coursebooks (e.g. Headway, Cutting Edge etc)
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What are we looking for? (Code: v-fine, x-needs improvement, N – inappropriate)
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2. Give the meaning of the word
or expression
a) Meaning
In the past Mary regularly did exercise, but she does not now.
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exercise.”
c) Checking Understanding:
A timeline:
Exercise No exercise
________XX_X_X_X_X__________________________________________
Concept questions:
(Note that with this structure both concept questions and time lines are possible. Not every
structure lends itself to both – you will have to decide whether to use one or the other, or both)
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d) Pronunciation
/’justə/
e) Form
Note that we don't include 'exercise' in the analysis as this is not intrinsic to the structure).
f)Anticipated problems
Meaning:
● Sts may use it for single past events e.g. I used to go to the cinema yesterday.
● Sts use “would” which can be used for repeated actions only (but not for past habits and
states e.g. Mary would smoke.)
● Sts confuse it with “Mary is used to doing exercise” which implies being accustomed to
doing something now which was strange or more difficult to begin with.
Form:
● Sts may use past simple instead of bare infinitive, (Mary used to did exercise …)
● Sts insert “was” e.g. Mary was used to do ..
● In questions and negatives, sts use “used to” (Did Mary used to ..? or Mary didn’t used to …)
instead of “use to”.
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Pronunciation:
● Ss might not use weak form of “to”, e.g. /tu:/ instead of /tə/ (stress all words equally)
● Pronunciation of use /ju:s/ and used /ju:st/ not /ju:z/ and /ju:zd/
g) Reference:
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Vocabulary. Target statement: John’s borrowed $200 from Holly. (Intermediate)
Context i.e. how will B) Context Tell a story: My friend John is always short of money but he always wants the latest technical objects e.g. mobile, laptop, etc.
you convey meaning? John saw this new DVD recordable player but didn’t have the money so he asked Holly, his girlfriend, to give him $200. He promised to
pay Holly back at the end of the month when he got paid. She said OK so tell me about John. (elicit) He …………… borrowed $200
from Holly.
(G) References “Macmillan English Dictionary”, Macmillan Publishers Ltd. 2003 ; “Practical English Usage”, Michael Swan (OUP, 20
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