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NB This document has 1,305
words in total. Subtract that
from your total word count and
include here (delete this).
Date:
Reserved for
the tutor
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
Tutor Comments:
Pass
Re-submission
Date: __________________
Second Submission
Tutors comments:
Date:
Pass on Resubmission
Date:_____________
Fail
Language Assignment A
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)
b)
Analyse the two underlined words in the sentences Shes skinny. Shes slim. (Pre- Intermediate)
Lexis L.A. sheet
c)
d)
By the end of the year Ill have finished my dissertation. (Upper Intermediate)
Grammar L.A. sheet
N.B. For the form breakdown, consider what the students need to know about the whole marker sentence.
Language Assignment A
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 dont 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 CCQs / timelines, etc.
- Research the language carefully to anticipate the right problems
- Provide effective solutions (t-centred and student-centred)
Language Assignment A
Structure
Context
Class level
Elementary
Date
TP No
Marker
Sentences
Connected speech:
Suggested solutions
Language Assignment A
Level
Lexical Set
Context
Pre-Intermediate
For example, online dating profiles of people describing themselves & prospective partners when they sign up (delete this)
Lexical items
Skinny: adjective
Definition: (disapproving) very thin and doesnt
look healthy..
Phonemic script: /skn i/
o
Stress: Skinny
slim: adjective
Definition: (approving) attractively thin
phonemic script: /slm/
o
stress: slim
Anticipated problems/solutions
BE SPECIFIC HERE
Consider M F and P
Problems
Is she healthy?
Is she eating the right food?
Solutions
Level
Intermediate
Function
Context
I didnt have any long vacation this year. This is why I am looking forward to going on vacation next summer.
Functional exponents
Include relevant phonemic script, stress,
intonation, register information and analyse
form as chunk NB one row per exponent
Negative:
Im not looking forward to going on holiday.
S+ be + not + look forward to + gerund + prep.
phrase
/am nt lk fwd t g n
hld/Affirm
Question :
Are you looking forward to the holiday ?
Be+ s.+ look forward to+ gerund -+ prep. Phrase
/ j lk fwd t hld ()/
o
stress: look forward to
Self-generated
intonation:
Im looking forward to going on holiday.
Oxford - Basic English Usage / M. Swan
Anticipated problems/solutions
BE SPECIFIC HERE
Consider M F and P
Problems
Solutions
Structure
Context
Marker
Sentences
Class level
Upper Intermediate
Date
TP No
Ill have finished The future perfect: subject +will have+ (v3)
A student who is working on a dissertation and plans to finish at a certain point in the future.
By the end of the year Ill have finished my dissertation.
http://www.englishpage.com/verbpage/futureperfect.html
What's the form?
(consult a reference book, e.g. Swan, Parrott, etc.)
Affirmative :
By the end of the year I
ll
have
finished
add. Info.
+ Subj. + modal + have + (v3)
my dissertation.
+(object).
http://www.phonetizer.com/ui
Potential problems for learners with the TL
(For pron, prioritise from the points made above)
Students might use it to talk about any future
events.
M
Suggested solutions
Elicit from the students sentences about their future
projects that will have been completed in specific points in
the future.
Elicit the two forms from the students and write them on
the board.
Emphasize the stress pattern using gestures while drilling.
Bibliography
Swan, M. 1990: Basic English Usage, Oxford
Oxford Learner's Grammar- Grammar finder
Cambridge Advanced Learner's Dictionary - 4th Edition
http://www.phonetizer.com/ui
https://www.englishclub.com/pronunciation/word-stress-rules.htm
https://www.englishclub.com/ref/esl/Phrasal_Verbs/L/look_forward_to_1771.htm