Assignment 2 - Language Analysis

Assignment #2

Language analysis.

DRAFT 2

 Task. 1a

She’s lived there for years. 1b She lived there for years. 2a 2b

The students had left when the bell rang. The students left when the bell rang. 2c The stdents were leaving when the bell rang. 3

I was going to ring you yesterday.

4

I wish I'd known.

She's lived there for years. 1b She lived there for years.

1a

Target language: 1a)Present 1a)Present Perfect Simple Tense 1b)Past 1b)Past Simples Tense Form (as you would write it on the board or on a worksheet for students) : 1a) Subject auxiliaryVerb – adverb preposition noun proniun present past simple participle She has lived there for years. 1b) Subject proniun She

Verb –past simple lived

adverb

preposition

noun

there

for

years.

Pronunciation (weak forms, contractions, phonemic transcription, word stress, etc) : 1a) She's – pronounced like /ʃɪs/, this is a contraction from she is. is. 1a) b) lived – pronounced like /lɪvd /. Meaning (What does the target language mean? How are you going to convey it and elicit it? How are you going to clarify the meaning to students? Mime, concept questions, diagrams, time lines, etc.) :

1a She started to live there some time ago and is still living there. 1b She lived there for some period of time in the past. To convey the meaning I would draw a time line with the point Now in the middle. Then I would mark a section on the left part of the time line and

put «some years» above it. Then I would draw another section above the first one and extend it up to the point Now. I would then explain to the students that the first period is entirely in the past, whereas the second period started in the past and extended to the Now point. Concept checking: 1a – Did she live there in the past? Yes. Is she still living there? Yes. 1b – Did she lived there in the past? Yes. Is she still living there? No.

Anticipated problems and solutions (Do your best here, try and offer solutions, too) : Meaning Problem: Students may not see the difference between these two situations. The problem may be rooted in their L1. In some languages there is no perfect form of verbs or they are used to convey different meaning. Both sentences refer to the past. However the difference is in the context meaning. Solution: I would give more examples to illustrate the difference in the meaning between Past Simple and Present Perfect Simple tense. I have lived in Paris for 5 years and I still love it there. I do not want to move anywhere else. I lived in New York for 2 years. I didn't like it there so I moved to London.  A follow-on activity would be to ask students to tell their stories with the same context. Form: Problem: Students may confuse contraction she's of she has and she is. Solution: I would point out to the students that we cannot use is in Past Perfect Simple context. So they would need to get the meaning of the whole sentence to see which verb the contraction she's stays for.  A follow-on activity would be complete a ''fill the gap'' exercise. Pronunciation: Problem: Students may pronounce lived / l ɪvd/ as / l ɪved/. Solution: Drilling and practicing pronounciation of other verbs with inflexion ''-ed''.