CELTA - Language Analysis.

Only available on StudyMode
  • Download(s): 190
  • Published: March 15, 2009
Read full document
Text Preview
ASSIGNMENT 1 - LANGUAGE ANALYSIS.

SECTION A GRAMMAR.

1) There is not enough money to buy the TV.

Identify the form of the target language.

There + is/are + not enough + noun + V1

Identify any significant phonological features of the target language.

Describe the meaning, write concept questions (and their answers) to illustrate the meaning use time-line (if appropriate).

Meaning

- They did not get the TV.

- They did not have the right amount of cash.

- They could not afford the TV.

Concept questions.

- Did they get the TV? No

- Could they afford the TV? No

- Did they want the TV? Yes

Time-line.

Not possible

Outline a teaching context for presenting the new language.

Draw a TV on the board. Get the students to elicit the features of the TV e.g. Surround sound, flat screen etc. Ask the students if they would like to have a TV like this. Nod your head to indicate yes to encourage the students to say yes.

There are 10 students in the class, each with OR1 and a total of OR10. The TV cost OR12.

I would ask the class if they would like to get the TV. They would indicate, yes.

I'd ask the class how much money they all had. They would indicate OR10

I'd ask how mush is the TV? They would indicate that it's OR12.

I'd ask the class if they can afford the TV? They would say no.

And why not? The students will say 'There is not enough money to buy the TV.'

2) Look - it's going to rain!

Identify the form of the target language.

It + is + going to + V1

Identify any significant phonological features of the target language.

Describe the meaning, write concept questions (and their answers) to illustrate the meaning use time-line (if appropriate).

Meaning

- It will probably rain.

- You can see the rain coming.

- It will rain soon.

Concept Question

- Is it raining? No

- Will it rain soon? Yes

- Am I sure it will rain? Yes

Time-line



Outline a teaching context for presenting the new language.

Bring pictures of different stages of clouds developing. Start with a picture of dry land and gradually show pictures of clouds developing. Elicit students on what is happening in each picture, emphasising more on the last picture.

Show students the picture of the dry land and then immediately to the picture of heavy clouds developing. Ask students what is happening, emphasizing surprise. 'Look- It's going to rain!'

Have students repeat it with the right stress.

3a) I hope she will come.

Identify the form of the target language.

I hope + noun + will + V1

Identify any significant phonological features of the target language.

Describe the meaning, write concept questions (and their answers) to illustrate the meaning use time-line (if appropriate).

Meaning

- You want her to arrive.

- You are eager for her to arrive.

- There is a 50/50 chance of her arriving.

Concept questions

- Has she arrived? No

- Do you want her to arrive? Yes

- Is she arriving for sure? No

Time line



Outline a teaching context for presenting the new language.

Draw a picture of Jane, Sue and Sue's house. Set the context that Sue wants Jane to come to her house. Sue invites Jane. And Jane accepts, but says she just needs to check that she doesn't have to work tomorrow.

Elicit from students what Sue feels.

Is Jane coming? Not sure.

Why are you not sure if Jane is coming? She needs to check if she is working.

Does Jane want to come? Yes

Does Sue want Jane to come? Yes

Does Sue desperately want Jane to come? Yes

Elicit students to say 'she hopes she will come'.

3b) I was hoping she would come.

Identify the form of the target language.

Is/was + V1 + ing + would + V1

Identify any significant phonological features of the target language.

Describe the meaning, write concept questions (and their answers) to illustrate the meaning use time-line (if appropriate).

Meaning

- She did...
tracking img