Language Related Task

In this assignment you are asked to identify the significant features of the form, phonology meaning and use of language items/areas and to use relevant information from reference materials. (750-1000 words)

Look at the sentences on the following page and identify the following:

a) the form

b) the function/meaning

c) possible student difficulties (in terms of form, function and phonology)

d) a possible context through which you could teach the language (one context with at least 4 target models coming from that one context)

e) two or three questions you might ask to check understanding (think about this in relation to your answer for b), your analysis of the function and meaning.

Example: I’m seeing the doctor tomorrow at 2.00. a) The present continuous + time marker. Subject + verb to be in the present tense + verb with ing + time marker. b) Talking about a future arrangement. c) Students may omit the verb to be in forming the sentence. Students may use the infinitive of the verb instead of ing. Students may have difficulty in grasping the concept that we are talking about the future. Students may have difficulty understanding that it is an arrangement. Students may have pronunciation difficulties with the contracted form of the verb to be. d) Someone talking about his engagement diary entries for the following week in order to arrange to meet his friend for a drink. Target Models: I’m seeing the doctor tomorrow at 2.00. I’m having a meeting with some clients tomorrow at 3.00 I’m meeting my brother at the airport tomorrow at 5.00. I’m having dinner with Jane on Tuesday at 8.00. I’m flying to Manchester on Wednesday at 10.00’ e) When is it? In the future Does the doctor know about it? Yes How does he know? I made an appointment

Adapted from assignments designed by Marie Therese Swabey and IH Prague. Task

Analyse the following language items in the same way:

1. The plane leaves at 10.00 tomorrow.

2a. The students had left when the bell rang. 2b. The students left when the bell rang. 2c. The students were leaving when the bell rang

3. I wish I’d known

4. You should go to the doctor.

5a. I'll visit my grandmother tomorrow. 5b. I’m going to visit my grandmother tomorrow.

6a They stopped to talk to each other 6b. They stopped talking to each other.

You can assume the students know the vocabulary in the example. Deal only with the structures. You will need to decide what language is intrinsic to the structure – i.e. what would the students need to know in order to generate further examples of this structure.

With questions that give two or more sentences, your task is to deal with the differences between them, not examine each one in isolation

If you give concept questions, add the answers to the questions.

Give supporting references (with author, title, publishing details and page numbers) from grammar or language reference books (eg Swan, Practical English Usage, 2nd ed, Oxford 1995, pp 68-69)

Write your answers on a separate sheet. Remember to check your work before handing it in. Make sure that your work is accurate in terms of spelling, punctuation, grammar and discourse as this is taken into consideration in the grading of written work.

Adapted from assignments designed by Marie Therese Swabey and IH Prague. LA ASSIGNMENT - WHAT ARE WE LOOKING FOR ?

- Evidence of ability to analyse form. - Evidence of ability to analyse meaning. - Evidence of ability to identify what might cause student problems with the above. - Evidence of ability to think of clear ways of checking understanding. All are equally important.

You don't have to get them all "right" to pass. Features of a possible fail assignment could be:  Consistent inability to show evidence of one of the above (e.g. a candidate who consistently failed to show evidence of ability to analyse form would probably fail, regardless of evidence they'd showed in other areas).  Seriously wayward answers on two or more questions. This would mean that failing is a possibility, though in such a case it might depend on how well you'd done on other questions.

Common shortcomings in previous assignments (not in themselves reasons for failing necessarily) have included:  Poor use of terminology when labelling the form. Confusing Past Simple and Past Participle is a common problem, and should not occur. Confusing Present Simple with ‘infinitive without to’ is equally unacceptable.  When analysing the form, failing to separate language which is intrinsic to the structure from language that just happens to be in the example sentence. Ask yourself, what essentials do the students need in order to be able to generate additional examples of this type of sentence.  Failure to display enough evidence of having understood the meaning of the language.  Concept questions which don’t go far enough. For example, when checking, ”He managed to open the window, just asking ”Did he open the window? is insufficient – it doesn’t check the concept of difficulty.  Concept questions which repeat the target structure, e.g. for the sentence above, asking, ”Did he manage to open the window?  Concept questions which use language which is more difficult than the language being checked.  Failure to provide answers to the concept questions.  Time lines which are not clearly labelled (so we don’t know which cross refers to which action).  Time lines where single actions and extended actions are not distinguished (assuming the distinction is important for the language in question).  Poor decisions as to whether to use concept questions or time lines. Not all the above examples lend themselves to both.  Anticipated problems which are too general. E.g. “They might not understand it.” What, specifically, might they not understand? ”They’ll have trouble with the form.” What, specifically, might cause them problems?  With anticipated problems, only mentioning problems with form, and not mentioning problems with meaning.

Adapted from assignments designed by Marie Therese Swabey and IH Prague.