Assignment 1
Assignment 1 – Language Related Tasks (750 to 1000 words)
Aims: to identify significant features of the form, pronunciation, meaning and use of language items/areas and the use of relevant information from reference materials (dictionaries, Grammar books, course books).
Choose one statement from each pair:
1) Structure
Elementary
a. The plane leaves at 10 o’clock tomorrow. Don’t be late!
b. He can speak 5 different languages.
2) Structure
Upper Intermediate
a. If only she had read the message before leaving.
b. The books have already been delivered.
3) Vocabulary
Intermediate
a. The school programme is very comprehensive.
b. He takes after his father.
3) Functional Lgg
Pre- Intermediate
a. Do you mind speaking up a little please?
b. I’m afraid I can’t meet you tomorrow.
Now analyse the underlined target language from the 4 statements you chose, considering:
a. MEANING – give a clear definition of the word, expression or structure considering the level of the students and this specific context.
b. FORM – label all the parts of the underlined language and analyse it considering all the relevant features. Example: negative/ interrogative/affirmative, plural/singular, countable/uncountable, regular/irregular, spelling features, fixed collocations, etc.
c. PRONUNCIATION – use phonemic transcripts and highlight phonological features that have to be considered when teaching the underlined items. Example: stress (word and sentence), weak forms, contractions, links between sounds, intonation, isolated sounds, etc.
d. ANTICIPATED PROBLEMS – think about the difficulties that students might face when learning the underlined items, regarding the 3 areas above. Example: What aspects of meaning might be difficult for students to grasp? Are there other words/structure 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 sts have with
Aims: to identify significant features of the form, pronunciation, meaning and use of language items/areas and the use of relevant information from reference materials (dictionaries, Grammar books, course books).
Choose one statement from each pair:
1) Structure
Elementary
a. The plane leaves at 10 o’clock tomorrow. Don’t be late!
b. He can speak 5 different languages.
2) Structure
Upper Intermediate
a. If only she had read the message before leaving.
b. The books have already been delivered.
3) Vocabulary
Intermediate
a. The school programme is very comprehensive.
b. He takes after his father.
3) Functional Lgg
Pre- Intermediate
a. Do you mind speaking up a little please?
b. I’m afraid I can’t meet you tomorrow.
Now analyse the underlined target language from the 4 statements you chose, considering:
a. MEANING – give a clear definition of the word, expression or structure considering the level of the students and this specific context.
b. FORM – label all the parts of the underlined language and analyse it considering all the relevant features. Example: negative/ interrogative/affirmative, plural/singular, countable/uncountable, regular/irregular, spelling features, fixed collocations, etc.
c. PRONUNCIATION – use phonemic transcripts and highlight phonological features that have to be considered when teaching the underlined items. Example: stress (word and sentence), weak forms, contractions, links between sounds, intonation, isolated sounds, etc.
d. ANTICIPATED PROBLEMS – think about the difficulties that students might face when learning the underlined items, regarding the 3 areas above. Example: What aspects of meaning might be difficult for students to grasp? Are there other words/structure 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 sts have with