Celta Assignment 1

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Celta Assignment 1: Language related task
State in the simplest possible language what the underlined target language actually means. I’ve been waiting here for two hours.
* I was waiting for two hours.
* I am still waiting.
* I am annoyed about it.
State the form

Subject + have/has + been+ verb+ing.

Identify features of pronunciation

* The ‘I’ and ‘have’ have been contracted to form ‘I’ve’. * The stressed syllable of pronunciation is I’ve been waiting. * When pronounced the sound of ‘been’ is shortened to ‘ /bIn/.’

Say how you would elicit the language from students
Use flashcard images of a man waiting, looking sad and with a clock in the background that reads 8 o’clock. Ask the students what they can see in the picture – The man, the time, his expression etc, elicit ‘waiting’. Then show a second flash card with the same man, the time now reading 10.00 o’clock. Ask the students what they can see, and what has changed since the last picture. Draw a time line underneath from the first to the second picture. _______Pic 1_________________________Pic 2______________ Future Now

Encourage students to form a sentence based on the two pictures and looking at the time line.

Concept Checking Questions

* What is he doing? He’s waiting
* Is he waiting right now? Yes
* Was he waiting before? Yes
* For how long? 2 hours
* Is he happy about it? No

List anticipated difficulties
* Students may struggle with contracting ‘I have’ to ‘I’ve.’ Solution - I would finger model the contraction to make it clear. * Students may say ‘I’m waiting’ instead of ‘I’ve been waiting.’ Solution – Model correct form, drill chorally and individually. * Students may have difficulty in stressing the right syllable in ‘I’ve been waiting’ make the ‘ee’ in ‘been’ a long sound as opposed to short - /i:/ rather than /i/. I would make sure to model this correctly, use individual and choral drilling and possibly write the phonemes on the board. * Students may not understand that ‘waiting’ is an extended activity that is past and present. I would use a timeline on the board to make it clear.

State in the simplest possible language what the underlined target language actually means.

It fits you
It is the right size for you.

Its suits you
It looks good on you.
It fits how you look.

State the form
Present simple form
Subject + verb + object
Identify features of pronunciation
* The stressed syllable is - It fits you
* ‘Fits you’ is spoken very closely together and almost contracted * The stressed syllable is - Its suits you
* The ‘ui’ sounds like /u:/.

Say how you would elicit the language from students
I would show three flashcards. In the first, a man is in a suit far too small. I would ask the students about what he is wearing and elicit ‘too small’. In the next photo, a man is wearing a suit too big. I would elicit ‘too big’. In the final photo the man is wearing a well fitting suit. I would elicit ‘ it fits’.

Show a flash card of a man in a business suit with a multicoloured clowns wig. Does he look right? No
Do his clothes and hair go together? No

Then show another picture of the same man, this time with brown hair. Does he look right now? Yes
Do his clothes and hair go together? Yes
‘So his hair and clothes now s.... him’

Concept Checking Questions

Fits you – Use the last picture where the suit fits
* Are the clothes too big? No
* Are they too small? No
* Are they the right size? Yes
* So do they fit him? Yes

Suit you – Use the last picture where man has neat brown hair. * Are the clothes the right size? Yes
* Do they look right on him? Yes
* So do the clothes suit him?...
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