Language Assignment D
Written Assignment 1 - Language-Related Tasks Assignment Submission Date NB: This is non-negotiable
Name
Word Count
April 30th 5pm
Felipe Campos
1003
I confirm that this submission is all my own work. Signed: _____________________ ________________________ ___ (Trainee) Reserved for the tutor
Date:
Assessment criteria can analyse language correctly for teaching purposes can correctly use terminology relating to form, meaning and phonology when analysing language needs can access reference materials and reference information you have learned about language to an appropriate source can use written language that is clear, accurate and appropriate to the task Taken from Syllabus and Assessment Guidelines for Course Tutors and Assessors
First Submission
Pass
Re-submission Due date:
Tutor Comments:
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Second Submission Tutors comments:
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Date: __________________ __________________
Pass on Resubmission
Date: __________________
Double Mark: ___________________ ___________________
Fail
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Language Assignment D
Referencing and Plagiarism Your assignments need to be written in clear, accurate and academic English with appropriate in text referencing. You should use mainly indirect quotes, meaning that you paraphrased the text. If specific quotes are used, they should be referenced using author(s)’ surname(s), year of publication and page numbers quoted, e.g. (Richards 2001:98). Page numbers are not required if indirect quotes are used. e.g. Richards (2001). The bibliography should be presented in alphabetical order of author’s surname. Year of publication, city and publisher should be included. This should be presented after the assignment and before the appendices, and should only include publications referred to in the text itself. Referencing should follow a recognised format throughout the assignment. Here are examples of references according to the APA Publication Manual, (6th ed., 2009); for more information see www.apastyle.org. Single author book: Richards, J.C. (2001). Curriculum development in language teaching. Cambridge: CUP. Section of edited book: Messick, S. (1989). Validity. In R. Linn (Ed.), Educational measurement (pp. 13 –103). New York: Macmillan. Journal article: Chapelle, C. (1999). Validity in language assessment. Annual Review of Applied Linguistics 19, 254 –272. Edited book: Graves, K. (Ed.) (1996). Teachers as course developers. Cambridge: CUP Electronic source: British Educational Research Association. (1992). Ethical guidelines. Retrieved 22 May, 2016, from: http://www.bera.ac.uk/guidelines.html Please note that plagiarism includes: • copying another’s language or ideas as if they were your own • unauthorised collusion • quoting directly without making it clear by standard referencing and the use of quotation marks and/or layout (indented paragraphs, for example) that you are doing so • using text downloaded from the internet without referencin g the source conventionally • closely paraphrasing a text • submitting work which has been undertaken wholly or in part by someone else.
Language Assignment D
CELTA Assignment 1 – Language-Related Tasks Length: 750-1000 words* Instructions
Complete a language analysis form for each of the words and phrases underlined. Say how you would build up a context in the classroom to lead to your target language. Research the language carefully and provide a clear and concise description of its meaning, a breakdown of its form and highlight its pronunciation issues. Say how you will check that learners understand the meaning, are aware of the form and how you will help them with pronunciation issues. Use your research to anticipate potential problems that learners might have with the language. Break these down into problems with meaning, form and pronunciation and provide at least one example of a potential problem with each of the three areas (M, F and P). Provide effective solutions for the problems you have identified. Include references and/or a brief bibliography.
* Any submission totalling more than 1,100 words of your own work is an automatic resubmission. If you are having problems here, consider using appendices.
Target Language for Analysis The following are the marker sentences which MUST be used in this assignment – do not change them.
a) I’m visiting my grandmother this Sunday. (Elementary) Grammar L.A. sheet Analyse FORM for negative and question as well Include a TIMELINE b) Analyse the two underlined words in the sentences – A: Let’s go out on Saturday. B: I can’t. I’ve got plans to go away. (Pre-Intermediate) Lexis L.A. sheet c) Would you mind turning the music down? (Pre-Intermediate) Functions L.A. sheet Analyse the phrase as a CHUNK d) This time next week, I’ll be looking for work. (Upper-intermediate) Grammar L.A. sheet Analyse FORM for negative and question as well Timeline
N.B. For the form breakdown, consider what the students need to know about the whole marker sentence.
Language Assignment D
Language Assignment D
Assignment 1 Checklist Ensure the language you use to convey and check meaning is graded to the level of the students. Context -
A clear context that leads to the meaning of the TL Built up as you would in the classroom
Meaning - A clear definition of meaning using simple language (research)
Checking meaning -
Appropriate CCQs ,with answers Timeline/s where necessary Suggestions of other tasks / activities to check meaning
Form -
The form of the sentence, broken down appropriately The relevant parts of speech named ( research)
Checking form: -
Ways of clarifying the form for the students / providing a written record Suggestions of other tasks / activities to check form
Pronunciation -
Phonemic script where appropriate Word stress considered Sentence stress / intonation considered Weak forms considered
Anticipated problems -Based on your research/understanding of the language -
-
Examples of potential errors in MFP Phonemic script where necessary Possible solutions
Potential pitfalls: - Using overly complex language - Building up an unclear / confusing context - Not establishing a context that will lead to the target language - CCQs / Other ways of checking that don’t get to or cover the full meaning - Not including clear timelines where appropriate - Inaccurate or insufficient breakdown of form / phonology - Not finding specific anticipated problems, or not identifying the pertinent ones Ways to shine: - Build up a clear context with simple comprehension checking questions, exploiting visuals, realia, etc. where appropriate - Show a good understanding of student-centred ways of checking MFP in addition to clear CCQ’s / timelines, etc. - Research the language carefully to anticipate the right problems - Provide effective solutions (t-centred and student-centred)
Language Assignment D
Grammar Analysis for Lesson Planning Teacher Felipe
Structure Context Marker Sentences
Class level Elementary
Date 30/04/18
TP No 3
Present Continuous (Diary future) My plans for Sunday I’m visiting my grandmother this Sunday.
What's the meaning/use? (consult a reference book, e.g. Murphy, Swan, Parrott, etc.)
How will you clarify/check it? (CCQs, timelines, etc.)
Present continuous talks about a definite plan in the future…… (short and sweet)
Is this action in the present or in the future? future
Is he/she visiting today? No Is the visit next week? No What's the form? (consult a reference book, e.g. Murphy, Swan, Parrott, etc.) S + am/is/are + V-ing Subject + Verb-ing We call this form the present continuous. Positive: I’m visiting my grandmother this Sunday. Negative: I am not visiting my grandmother this Sunday Question: Are you visiting your grandmother this Sunday?
How will you clarify/check it? Elicit onto the board based on marker sentence. Elicit and board the negative and question form for Present Continuous. Elicit other structures and tenses (to be going to, Future Simple)
Which phonological features will you highlight? (phonemics, sentence stress, connected speech, etc.)
How will you clarify/check it? Model and elicit sentence stress
Contractions, stress, and connected speech . . . (Visiting – grandmother – this Sunday) are the sentence stress (this Sunday) is the connected speech (I’m) is the contraction Potential problems for learners with the TL (NB Do not simply repeat points from above) Making the form distinction between “on Sunday” vs “this Sunday. I will refer the students to the calendar mentioned above
M
and draw their attention to a week and
Drill chorally and individually, use backchain, ½ class, boys/girls, correcting where necessary
Suggested solutions Refer to CCQs Look at the context: If the question is “What are you doing this Sunday?” Also refer to chart it will be helpful to demonstrate difference in timelines if should need
how “this Sunday” is a good answer for the v-ing form and “on Sunday” is best with the Will + Verb (will visit)
F
P
Difference between “on Sunday” and “this Sunday”
Refer back to calendar and show the dates to clarify Elicit feedback from students
Contractions “I’m”
Drill again
Lexis Analysis for Lesson Planning **Complete this sheet every time you plan to include at least three lexical items in your lesson**
Name
Felipe
Lexical Set
Context
Level
Pre-Intermediate
Go out; go away
The context will be a social discussion between people (visuals will represent same)
Lexical items
Method of conveying & checking meaning.
Include part of speech, a definition suitable for your learners, phonemic script, stress NB one row per item
Include CCQs to check meaning, form, as well as other relevant means of checking, e.g. timelines, clines, etc.
Definition: go out – leave the place you are at to do something enjoyable outside your present place Part of speech: Phrasal verb • Go out
Conveying: Dave: Mike do you want to go out this Saturday? Mike: Sorry, I can’t. I’ve got plans to go away this weekend. CCQs : Are they staying? Are they going for sure? If they go will it be enjoyable? CCQ: Is Mike going out this Saturday with Dave? Is Mike going somewhere?
Anticipated problems/solutions BE SPECIFIC HERE Consider M F and P Problems
Clarify that today we will look at this form in a casual question form between two friends
M
Connotation of “go out” could also mean “asking someone on date” boyfriend/girlfriend situation
F
Phrasal verbs are sometimes are intransitive
Have sts identify the different parts of speech and see the patt
P
Go away – to leave your home for a period of time, especially for holiday • Go away
Solutions
You can use the above dialogue to elicit student response on both Phrasal verbs
M
F P
Contractions before Model the pronunciation phrasal verb might Correct Ss through choral drilling. change the intonation Board the transcription and pronunciation the shwa vovel GO(shwa) OUT
Connotation of “go Using visuals I will show students a picture or clipart away” as commanding distinguishing between the two. El iciting student someone to go away response and “go away” leaving your current place to go somewhere else
GO (?) away
Use board led discussions to see if anything else fits here
Wrong stress: *go a way
Put the stress on the board with a DOT symbol
Go away – to leave your home for a period of time, especially for holiday • Go away
You can use the above dialogue to elicit student response on both Phrasal verbs
M
F P
Connotation of “go Using visuals I will show students a picture or clipart away” as commanding distinguishing between the two. El iciting student someone to go away response and “go away” leaving your current place to go somewhere else
GO (?) away
Use board led discussions to see if anything else fits here
Wrong stress: *go a way
Put the stress on the board with a DOT symbol
Functions Analysis for Lesson Planning **Complete this sheet every time you plan to include functional language in your lesson**
Name Felipe
Level Pre-Intermediate
Function
Asking for permission, asking people to do things
Context
Asking a friend to turn music down.
Functional exponents Include relevant phonemic script, stress, intonation, register information and analyse form as chunk – NB one row per exponent
• • Would you mind turning the music + Verb + -ING down?
Method of conveying & checking meaning .
Anticipated problems/solutions BE SPECIFIC HERE
Include CCQs (and answers) to check meaning/function, form (and register, if necessary), as well as other relevant means of checking, e.g. timelines, clines, etc.
Consider M F and P
Problems
Use visuals of a person and a music box or M Sts might confuse a TV – the depiction must show the (formal/informal) direction in which the tuner will go. TURN down (lower the volume). Depiction of F Ss might use visuals is usually to the left. to+infinitive P
Check for intonation issues. Polite and impolite….
CCQ: Is the music loud? (yes) Is he being polite? (yes)
M
Register: polite
Asking someone to do something? (yes)
F
Responses: I’m afraid I need it right now. No, not at all! (I’ll turn it off=I don’t mind)
Form: What form of the verb comes after mind? (V-ing)
P
Solutions Use intonation patterns to express differences of polite and stress sounds Refer to visuals or to the wb
Ss might pronounce L in Elicit and drill Would
Functions Analysis for Lesson Planning **Complete this sheet every time you plan to include functional language in your lesson**
Name Felipe
Level Pre-Intermediate
Function
Asking for permission, asking people to do things
Context
Asking a friend to turn music down.
Functional exponents Include relevant phonemic script, stress, intonation, register information and analyse form as chunk – NB one row per exponent
• • Would you mind turning the music + Verb + -ING down?
Method of conveying & checking meaning .
Anticipated problems/solutions BE SPECIFIC HERE
Include CCQs (and answers) to check meaning/function, form (and register, if necessary), as well as other relevant means of checking, e.g. timelines, clines, etc.
Consider M F and P
Problems
Solutions
Use visuals of a person and a music box or M Sts might confuse a TV – the depiction must show the (formal/informal) direction in which the tuner will go. TURN down (lower the volume). Depiction of F Ss might use visuals is usually to the left. to+infinitive P
Check for intonation issues. Polite and impolite….
CCQ: Is the music loud? (yes) Is he being polite? (yes)
M
Register: polite
Asking someone to do something? (yes)
F
Responses: I’m afraid I need it right now. No, not at all! (I’ll turn it off=I don’t mind)
Form: What form of the verb comes after mind? (V-ing)
P
Use intonation patterns to express differences of polite and stress sounds Refer to visuals or to the wb
Ss might pronounce L in Elicit and drill Would
Grammar Analysis for Lesson Planning Teacher Felipe
Structure Context Marker Sentences
Class level Upper-Intermediate
Date 30/04/18
TP No 3
Future Continuous Someone talks about looking for work in the future around the same time This time next week, I’ll be looking for work.
What's the meaning/use? (consult a reference book, e.g. Murphy, Swan, Parrott, etc.) The future continuous is talking about an unfinished action or event that will be in progress at a time later than now. The future continuous can be used to project ourselves into the future. Like in the sentence above
How will you clarify/check it? (CCQs with answers, timelines, etc.)
AM I looking for work right now? NO Do I look for work next week on the sa me day? Yes
What's the form? (consult a reference book, e.g. Murphy, Swan, Parrott, etc.) will + be + the present participle (the root verb + -ing) Positive – S+will+be+V-ing
How will you clarify/check it? Elicit sts response in the positi ve negative and question. Using marker sentence. Identify parts of speech and
Grammar Analysis for Lesson Planning Teacher Felipe
Structure Context Marker Sentences
Class level Upper-Intermediate
Date 30/04/18
TP No 3
Future Continuous Someone talks about looking for work in the future around the same time This time next week, I’ll be looking for work.
What's the meaning/use? (consult a reference book, e.g. Murphy, Swan, Parrott, etc.) The future continuous is talking about an unfinished action or event that will be in progress at a time later than now. The future continuous can be used to project ourselves into the future. Like in the sentence above
How will you clarify/check it? (CCQs with answers, timelines, etc.)
AM I looking for work right now? NO Do I look for work next week on the sa me day? Yes
What's the form? (consult a reference book, e.g. Murphy, Swan, Parrott, etc.) will + be + the present participle (the root verb + -ing) Positive – S+will+be+V-ing Negative – This time next week, I won’t be looking for work. Question – Will I be looking for work this time next week?
Which phonological features will you highlight? (phonemics, sentence stress, connected speech, etc.) • • /shwa/ • This time next week, I'll be looking for work. Stress: time marker, present participle, object. The contraction will should be contracted in informal speech/however in formal speech I think eliciting uncontracted form is best
Potential problems for learners with the TL (For pron, prioritise from the points made above) SS may change the tense form. It is a rather complex form. So expect some issues M i.e. This time next week, I will look for work.
F
P
Possible active passive issues or confusion I’ll be looking for work, this time next week. Vs This time next week, I’ll be looking for work Contractions I’ll
How will you clarify/check it? Elicit sts response in the positi ve negative and question. Using marker sentence. Identify parts of speech and changes in each form.
How will you clarify/check it? Model and elicit sentence stress. Model and drill back to front sentence stress – WC Individual….
Suggested solutions Redirect Sts attention to timelines
Refer their attention to emphasis of sentence. The emphasis here is on “this time next week”
Model and drill with emphasis on stress
Bibliography Jim Scrivener (2011) Learning Teaching. Macmillan Raymond Murphy (2012) English Grammar in Use. Cambridge University Press Michael Swan (2005) Practical English Usage . Oxford Cambridge Dictionary https://dictionary.cambridge.org/ Cambridge University Press (online)
