Assignment Two: Language Related Task
Candidate Name: Iman (Re)Submission Date: 17/09/21
Word count: 1066
First submission deadline: Friday, week 2 (9:00am)
Resubmission deadline: Friday, week 3
ASSESSMENT CRITERIA – A pass assignment shows that the candidates can:
analyse language correctly for teaching purposes;
correctly use terminology relating to form, meaning and phonology when analysing
language;
access reference materials and reference information they have learned about to an
appropriate source;
uses written language which is clear, accurate and appropriate to task.
Candidate declaration
All forms of plagiarism, cheating and unauthorized collusion are regarded seriously by Cambridge
and could result in penalties ranging from loss of marks to disqualification from the award and a ban
on re-entry for a period of up to three years.
Please click on the check boxes to indicate you understand the following statements:
✘ This assignment is my own original work, except where I have appropriately cited the
original source.
✘ I acknowledge and agree that the assessor of this assignment may, for the purpose of
assessing this assignment:
reproduce this assignment and provide a copy to another academic staff
member; and/or
communicate a copy of this assignment to a plagiarism-checking service.
Candidate signature _____M.A. Cherkawani_______________________ Date
___16/09/21____
(To be printed and signed on submission to Portfolio.)
Some recommended books for this assignment (please list the ones you use in a
bibliography at the end of your assignment):
Grammar for English Language Teachers by Martin Parrott (CUP, 2000)
Practical English Usage by Michael Swan (OUP, 1980)
How English Works by Michael Swan and Catherine Walter (OUP, 1997)
Essential Grammar in Use by Raymond Murphy (CUP, blue 1985, red 1990)
Teaching Tenses by Rosemary Aitken
Practical Grammar by Hughes and Jones (Heinle Cengage 2011)
Oxford English Grammar Course by Swan and Walter (OUP 2011)
ELT dictionaries suitable for the level e.g. Cambridge Advanced, Macmillan Essential
(intermediate) , Oxford Elementary etc.
Meaning
Candidate has accurately defined the meaning/use of the language.
1. 2. 3. 4.
Comment:
Context
Candidate has set an appropriate context to convey meaning.
1. 2. 3. 4.
Comment:
Concept Checking
Candidate has included effective concept questions.
1. 2. 3. 4.
Comment:
Form
Candidate has accurately & clearly identified the form of language.
1. 2. 3. 4.
Comment:
Pronunciation
Candidate has accurately & clearly identified pronunciation.
1. 2. 3. 4.
Comment:
Potential Problems
Candidate has identified 3 potential problems with M, F and P.
1. 2. 3. 4.
Comment:
Overall
Candidate has used written language that is clear & accurate and referenced
information from appropriate sources.
Pass Resubmit Pass on resubmission Fail
Signed Tutor: Signed Candidate (this is my own work):
Double-marked? YES NO
1st marker: ___________________
2nd marker: ___________________
Assignment 2: Language Related Task
Part A
Read the extract below. Look at the underlined words and match them to the
parts of speech given in the table below it. The first word has been done for you.
I have seen every one of his films and in my opinion, Luhrman’s work just gets better and
better. He says that ‘putting on a show’ has always come naturally to him and that Bollywood is his
biggest influence. Although he is best known as a film director, Luhrman has also directed opera.
Consequently, his films are usually vibrant, energetic and spectacular. They have had box office
success despite being unusual: in Romeo+Juliet the actors speak in verse, in Moulin Rouge! they sing
their lines. On the other hand, the epic Australia didn’t go down so well with the critics.
Nevertheless, as an ordinary film fan, I thought it was absolutely fantastic. Luhrman says the high
point of his career has been ‘achieving so many of the dreams I had as a kid – from going to the
Oscars to getting a letter from Marlon Brando’. To me, his films have the power of dreams. They take
you into thrilling, unforgettable worlds.
Acknowledgement: Life Intermediate, H. Stephenson, National Geographic Learning,
2013
countable noun actors
conjunctive adverb Nevertheless
possessive pronoun Their
uncountable noun Power
gerund Going
comparative adjective Better
preposition Into
adverb of manner Naturally
adjective Energetic
past participle Directed
Part B (750 - 1000 words)
1. His bag’s still here. He can’t have left!
2. He got away with cheating in his exams.
3. I’ll have finished the decorating by Friday.
4. She felt disheartened after the match.
For each of these four items:
a) What is it? What does it mean? Describe and analyse the meaning
and use of the underlined target language with reference to
background reading.
THEN think about how the language item would be presented in class
by doing the following:
b) create a context from which to elicit the model sentence. (i.e. a
situation where the model sentence would be used naturally) and
describe how you would present this context to a class;
c) check Ss’ understanding of the meaning of the underlined target
language (using concept questions, timelines etc.);
d) How is it made? What parts of language are used? Highlight the
form of the underlined target language;
e) How is it said? Highlight key phonological features of the
underlined target language (e.g. sounds, stress, weak forms, linking
etc.).
THEN think about the potential issues with teaching/learning the
underlined target language:
f) describe 3 potential problems students could have with the
underlined target language (one with meaning, one with form and
one with pronunciation). Suggest a reason for each problem,
supported by experience and background reading.
This assignment must be submitted by email.
Example 1
We went on a package holiday to Cyprus.
a) Analysis of Meaning:
If you go on a package holiday it means that you pay a fixed price and this includes
accommodation and transport (usually flights). Meals and entertainment may also
be included in the price. Travel companies offer package holidays.
b) Context:
Raise the topic of future holidays. Show students an advert for a package holiday I’m
thinking of in Cyprus from a travel agency window. Tell them “I would like to go on
this holiday because it’s cheap. It costs €300 and for that I get my return flight to
Cyprus and 3-star accommodation for 6 nights with breakfast included. It’s a package
holiday.”
c) Checking Understanding:
Is a package holiday usually good value? (Yes)
Why? (Because you pay for flight and accommodation at a fixed price)
Where can I book a package holiday? (Travel agent’s or online)
Have you been on a package holiday? Where did you go? Where did you
stay? Did you have to pay for meals and entertainment? (Ss’ own answers)
d) Form:
package holiday (compound noun/collocation)
e) Phonology:
/ˈpækɪʤ ˈhɒlɪdeɪ/
f) Potential problems
Meaning Form Pronunciation
Problem Problem Problem
Ss may already know what a Spelling of package. Ss may need help with the
package is and think of a pronunciation of ‘age’ at the
parcel. end of ‘package’, as they
might say /eɪʤ/ instead of
/ɪʤ/.
Reason Reason Reason
In postal terminology they Double consonants can In isolation this group of
are often transferrable and
cause problems as the letters has a different
so Ss might associate
‘package’ with a holiday sound is the same for /c/ pronunciation and Ss might
from the post office. and /k/ over-extend this early
established ‘rule’.
Example 2
I was eating my dinner when I heard the explosion.
a) Analysis of Meaning:
In this example we use the Past Continuous to indicate a longer action, which is
interrupted by a shorter action. The action of “eating” started before “the explosion”
and sets the scene for the main action, i.e. the explosion.
b) Context:
Last night we started our dinner at 7pm. At about quarter past 7 there was a loud
explosion. I looked out of the window and saw police and fireman in the street. A
policeman called me the next day to ask me some questions about the explosion and
I told him I was eating my dinner when I heard the explosion.
c) Checking Understanding:
Did I start eating before the explosion? (Yes)
Did I continue eating after the explosion? (Yes, probably)
When did the explosion happen? (In the middle of my dinner)
eating NOW
X
explosion
d) Form:
I was eating when I heard the explosion.
was/were + (verb)-ing
e) Phonology:
/wəzˈiːtɪŋ/ The stress is on the first syllable of ‘eating’. There is a resulting
weakening of the vowel sound in ‘was’. The final /z/ in ‘was’ links to the word initial /i:/ in
‘eating.
f) Potential Problems
Meaning Form Pronunciation
Problem Problem Problem
Difficult to identify when the Ss may drop the auxiliary Students need to know that ‘was’
continuous action started. ‘was/were’. takes a weak form /wəz/.
Reason Reason Reason
The word ‘when’ when used with In some languages (e.g. In isolation the auxiliary is
2 past simple events denotes an Japanese) auxiliaries aren’t pronounced /wɒz/ but as it doesn’t
action starting in correlation with used (Swan and Smith carry meaning it is squeezed and
the other. 2001:301); dropping the uses the schwa.
auxiliary doesn’t affect
meaning too negatively so is
often not picked up on.
Part B.
1. His bag’s still here. He can’t have left!
a. Analysis of meaning: The underlined target language is actually a deduction based on the
previous sentence: ‘if his bag is there, he probably is still somewhere around’.
b. Context: I would present this to the class by creating a situation where one of the students
is not in his/her chair, but his/her laptop is there. Therefore, everyone will probably think
he/she has not left the school: ‘His/her laptop’s still there. He/she can’t have left.
(Hassan, 2014).
c. Checking understanding:
Where is his bag? Still here
If his bag is on his desk, is that a strong sign of where he is now? It is strong but not
guaranteed
Is the person talking, 100% sure that the person has gone home? Quite sure but not 100%. He
is giving a strong guess
(Sanchez, 2015)
d. Form: (singular third-person male pronoun)+(a contraction of cannot)+ (modal verb)+
(Present Perfect)
(Penston, 2005; Altenberg and Vago, 2010)
e. Phonology: /hiː kɑːnt hæv left/
(Hudson, 2012)
f. Potential problems:
Meaning Form Pronunciation
Problem Problem Problem
Ss may think have means The apostrophe could be Ss could possibly get
possession, especially if placed in the wrong place confused on whether to
they are low level pronounce can’t in US or UK
English
Reason Reason Reason
Have has many meanings Some students get confused Can’t in UK pronunciation
with one of them being
on where to place the is /kɑːnt/ but is US, it is
holding or owning
something apostrophe /kænt/. Some
pronunciations that are
different in UK and US can
cause problems for Ss
(Hosseinzadeh, Kambuziya
and Shariati, 2015)
2. He got away with cheating in his exams.
a. analysis of meaning: This is an expression used for people who do something wrong and
do not get punished for it. So, in a way, they are smart with doing the wrong thing.
b. Context: I will play a clip of a film where the robbers hit a bank and the police cannot
catch them. Then a police officer says something like, “they got away with robbing the
bank”. In this way, students can see it in multimedia and learn forever.
(Hassan, 2014)
c. Checking understanding:
What did the student do? He cheated
Did the teacher see the student cheating? No
Was the student successful in cheating? Yes
(Sanchez, 2015)
d. Form: Phrasal verb
(Penston, 2005; Altenberg and Vago, 2010)
e. Phonology: /ɡɒt əˈweɪ wɪð/
(Hudson, 2012)
f. Potential problems:
Meaning Form Pronunciation
Problem Problem Problem
Ss may think ‘get away Ss might have heard of ‘get Ss might make mistake in
with’ is actually taking away with’ in a dictionary pronunciation when linking
something away with them but not know that it has the end of away to the end of
tenses such as ‘got away with
with’ or have/has gotten
away with’
Reason Reason Reason
Ss might not know that it is The reason could be that Students from various L1
a phrasal verb and used as students rely too much on backgrounds could have
an expression dictionary for their enquiries trouble (Chaira, 2015),
and cannot adapt it to the linking some letters such as
context y in away with w in with
3. I’ll have finished the decorating by Friday.
a. Analysis of meaning: This is referring to a task that hopefully will be finished in the future
but before a deadline such as Friday in this sentence.
b. Context: I will take the imagination of students in various daily tasks they have such as
asking students to discuss anything they will have finished by a specific time. I will give a
few examples first. Then, a student might say ‘I will have finished my homework by tonight’.
I will then ask the rest of the students to clarify what this student is saying.
(Hassan, 2014)
c. Checking understanding:
Has the person talking finished decorating? No
Will the person talking finish the decorating by Friday? He/she thinks and hopes so
When does the person talking think he/she will finish the work? By Friday
(Sanchez, 2015)
d. Form: Future perfect
(Penston, 2005; Altenberg and Vago, 2010)
e. Phonology: /aɪl hæv ˈfɪn.ɪʃt/
(Hudson, 2012)
f. Potential problems:
Meaning Form Pronunciation
Problem Problem Problem
Ss will not know when and Ss might be confused that Ss might make mistake in
if the decorating will be this form has future (will) pronouncing I’ll which is I
done and past (finished). will
Reason Reason Reason
Ss need to be taught future Ss might not have been Ss are used to using I will, or
perfect and they might not trained in this form before based on their different L1s
have been exposed to it in (Chaira, 2015), pronouncing
English yet or in their L1 I’ll could be difficult. This is
the pronunciation-> /aɪl/
4. She felt disheartened after the match.
a. Analysis of meaning: It means that she feels sad, demoralised, depressed, has low
confidence, and lost hope and energy.
b. Context: I will ask the class to remember situations in their lives where they felt
disheartened. I will give examples at the beginning. For instance, I start by saying, “I felt
disheartened when I couldn’t go to Japan because of the Corona virus”. I will tell students
that they can make up imaginary scenarios.
(Hassan, 2014)
c. Checking understanding:
Is she happy? No
Was the result of the match, wheat she wanted? No
Did she feel sad before or after the match? After
Why did she become sad? The match did not have the results she hoped/her team lost
(Sanchez, 2015)
d. Form: adjective
(Penston, 2005; Altenberg and Vago, 2010)
e. Phonology: /dɪsˈhɑː.tənd/
(Hudson, 2012)
f. Potential problems:
Meaning Form Pronunciation
Problem Problem Problem
Ss might think that Ss might be confused with Ss might have problems
disheartened means she has past of the verb dishearten pronouncing the ed at the
lost her heart such as when end of disheartened
someone’s love travels far.
Ss might also think that her
heart is hurt such as when
someone’s heart is broken
Reason Reason Reason
Disheartened looks like the Ss might not have been Reason is that for some
past of the verb dishearten trained that some past tense words, adding the ed makes
which means discourage of verbs can be an adjective a difficult pronunciation
someone and make her sad. situation like the word
referenced
References
Altenberg, E. and Vago, R. (2010) English grammar. Cambridge: Cambridge University
Press.
Chaira, S. (2015) Interference of first language in pronunciation of English segmental
sounds. English Education Journal, [Online]. 6(4), pp. 469-483. Available at:
https://core.ac.uk/download/pdf/291613848.pdf. (Accessed: 16 September 2021).
Hassan, Z. (2014) Language Contextualisation and Culture. Procedia - Social and
Behavioral Sciences, [Online]. 136, pp. 31-35. Available at:
https://www.sciencedirect.com/science/article/pii/S187704281403763X. (Accessed: 16
September 2021).
Hosseinzadeh, N., Kambuziya, A., and Shariati, M. (2015) British and American Phonetic
Varieties. Journal of Language Teaching and Research, [Online]. 6(3), p. 647. Available at:
https://www.researchgate.net/publication/277348400_British_and_American_Phonetic_Varie
ties. (Accessed: 16 September 2021).
Hudson, J. (2012) The sound of English. London: Pronunciation Studio.
Penston, T. (2005) A Concise Grammar for English Language Teachers. Wicklow: TP
Publications.
Sanchez, S. (2015) Giving effective instructions in English. Degree level. Alberto Hurtado
University.
