Assignment 2: Language Related Tasks

NAME:Ebrahim

I confirm this is my own work. Signature, please.

Assessment criteria. Candidates must be able to: 1st sub 2nd sub

- analyse language correctly for teaching purposes No

Please see my comments as there are many areas that need to be modified.

- correctly use terminology relating to form, meaning and phonology when analysing No
language
Please keep working on using the correct terminology to describe phonological
features.
- use suitable means for conveying and checking the meaning of target language No
You have not added suitable contexts or CCQs for most structures.

- access reference materials and reference information they have learned about to an No
appropriate source
You have not added any reference. Please add the references used.

- use written language that is clear, accurate and appropriate to the task No
Please proofread your assignment and add the word count.

Yes/No Date 1st marker 2nd marker

PASS
RESUBMISSION Yes 10.06.2023 Hamed Sherif
NEEDED
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Overall Comment:

750 - 1,000 words

a library (as in the place we borrow
books from) (Elementary)

a) Analyse the meaning (say what it means). A library is a place where you can borrow books
to read.
a building, room, or organization that has
a collection of books, documents, music, and
sometimes things such as tools or artwork,
for people to borrow, usually without payment:
b) Describe how you would convey the Show a picture of a library with shelves full of
meaning (e.g. visuals, realia, context, books.
including use of the item. Please include
pictures if you intend to use them.

Explain that a library is a place where you can

borrow books to read for free.
Use simple language like "a library is like a
special book place where you can choose books
to take home and read."

c) Check students’ understanding of the is a library a place where you can borrow books?
meaning of the word or phrase (e.g. using (Yes)
concept questions, synonyms, visuals etc). Can you find different types of books in a library?
(Yes)
What is a place where you can borrow books to
read? (library)

d) Anticipate a problem or problems that learners might have with the meaning of "library"
learners might have with the meaning and is confusing ss might confuse the meaning of
propose solutions. “library” with other similar places, such as
bookstores or schools.
S) Use relatable examples and visuals,
differentiate from bookstores, explain borrowing
process, and highlight library benefits to enhance
understanding.
Show pictures of a library and ask CCQ
-Do you buy books from a library?
-Can you borrow books from a bookstore/school?

e) Say what issues of form you would need The word "library" is a countable noun. Its plural
to address in order to help the students use form is "libraries." It is commonly used with
it correctly in a sentence (e.g. word type, prepositions like in, at or to ("in the library," "at
dependent prepositions, important the library," "go to the library"). Important
collocations, irregular plurals). collocations include "library card," "library books,"
"library shelves," and "library hours.".
f) Anticipate a problem or problems that Difficulty with plural form and prepositions.
learners might have with the form and Solution: Explain plural "libraries" and provide
propose solutions. examples. Clarify prepositions (e.g., "in," "at,"
 "to"). The word is pronounced with one “r” in
British English which can make the Ss spell
it with only one “r”

g) Identify and highlight key phonological Stress at the first syllable, "li-brar-y" (/ˈlaɪ.brər.i/).
features (e.g., word stress, problematic Problematic sounds:
sounds).

h) Anticipate a problem or problems that P) Learners may struggle with correctly

learners might have with phonology and pronouncing the "r" sounds and placing stress
propose solutions. on the syllables in "library. The stress in on the
first syllable "li-brar-y" (/ˈlaɪ.brər.i/) "
S): Provide instruction on "r" sound using visual
cues and drills. Emphasize tongue placement
and offer targeted practice. Highlight the word
stress pattern (/ˈlaɪ.brər.i/) using exaggerated
stress and visual aids. Practice word stress
through repetition and listening exercises to
improve pronunciation skills.

to be sensible (Intermediate)
a) Analyse the meaning (say what it means) to (To) have good judgment, practicality, or sound
reasoning. It refers to the ability to make sensible decisions
based on logic, reason, and practicality
b) Describe how you would convey the Provide examples of practical decision-making in everyday
meaning (e.g. visuals, realia, context, situations, such as choosing appropriate clothing for
including use of the item. Please include
pictures if you intend to use them different weather conditions or making responsible financial
choices. Once I was in a family gathering everyone was
fighting over who should have the cake after dinner, so my
father had to be the sensible man (mime here, without
saying the word) and decided to split the cake, so that all of
us can have a piece.
c) Check students’ understanding of the Ask students to provide synonyms for "sensible" (e.g,
meaning of the word or phrase (e.g. using reasonable, practical, logical).
concept questions, synonyms, visuals etc). mean to be sensible?" or "Can you give an example of a
sensible decision you made?" – Do you have to show a
good judgement? (yes)
-Do you have to be wise? (yes)
-Do you have to make good decisions? (yes)
d) Anticipate a problem or problems that P) Learners might confuse "to be sensible" with "to be
learners might have with the meaning sensitive" due to the similar spelling and pronunciation
and propose solutions. S) provide clear explanations distinguishing the meanings
and use of these words. Use examples and to illustrate the
difference between being sensible and being sensitive.
P) Some students may struggle to differentiate between
being sensible and being cautious
S) Offer clear explanations and provide examples that
highlight the distinctions OR use CCQs/ mime to contrast.
 Describe a sensible person
e) Say what issues of form you would I’m going to Introduce common collocations such as "to
need to address in order to help the make sensible decisions" or "to show sensible behavior.",
students use it correctly in a sentence Provide example sentences that showcase the usage of "to
(e.g. word type, dependent prepositions, be sensible" in different contexts.
important collocations, irregular plurals). Use images or real-life situations to help students
understand the concept of being sensible.
It’s an adjective that describes someone with a good
judgement

f) Anticipate a problem or problems that P) Incorrect word order and verb form.
learners might have with the form and S) Offer clear examples and practice exercises for correct
propose solutions. sentence structure. Provide feedback and encourage
students to construct their own sentences. Emphasize
proper word order to enhance accuracy.
P) They may not remove the “e” when they make it an
adverb

S) Clarify the adverb and show them that if the adverb ends
with an “le” you should remove the “e” and add “Y”

g) Identify and highlight key phonological stress on the first syllable of "sensible" (/ˈsɛn.sə.bl̩ /) and the
features (e.g. word stress, problematic pronunciation of the "s" sound in "sensible."
sounds).

h) Anticipate a problem or problems that P) Learners might struggle with the correct stress placement
learners might have with phonology and and pronunciation of the "s" sound.
propose solutions. S) Practice correct stress placement by emphasizing the first
syllable, and provide phonetic drills for the correct
pronunciation of the "s" sound.
She’s been to China. (Pre-Intermediate)

a) Analyse the meaning (as if you were The sentence means that the person referred to as "she"
writing notes for a colleague or yourself). has visited China in the past
The present perfect simple in this sentence represents an
action that happened in the past, is relevant to the
present, refers to the fact that the trip is over and that It
happened sometime in the past (not a specific time)
b) Describe how you would convey the Use visual aids such as a world map or pictures of China
meaning in order to elicit the target to set the context. Engage students in a discussion about
language from students (e.g. context, travel experiences.
supporting visuals. Do not include the TL My cousin travels a lot, one of her favorite places to go to
(target language) as part of how you convey it is China, she went there many times, right now she is in
as you will be aiming to elicit it from the France having a lot of fun there.
learners.)
This is your context.
c) Check students’ understanding of the Ask concept questions like "Has she recently visited
meaning of the underlined target China?".
language (using concept questions, and We can also show time lines like this one
timelines if appropriate). -is she in China right now? (no)
-do we know when did she go to China? (no)
-did she visit China before? (yes)

Action started
Moment of speaking

d) Anticipate a problem or problems that P) Students may confuse the contraction "she's" with "she
learners might have with the meaning and is." Clarify that in this context, "she's" is a contraction of
suggest solutions. "she has."
S) Provide examples and practice exercises to reinforce
the correct usage.
P) Ss might think that she is still in China
S) Use CCQs and clarify the meaning

e) Highlight the form of the underlined target The structure is the present perfect tense, formed by
language as if you were doing it for students combining the verb "has“ with the past participle of the
in the classroom. Name the structure. main verb, "been."

Present perfect simple

She has been
Subject +have/has + verb in the past participle form
f) Anticipate a problem or problems Students may struggle with irregular verb forms or the
that learners might have with the form contraction "she's." Practice forming the present perfect
and propose solutions. tense with other verbs and provide opportunities for
students to practice using the contraction.
P) ‘s can be “has” or “is’’, so students may confuse using
the two of them.
S) clarify the difference between both of them by writing
the whole sentence “She has been to China.”

g) Identify and highlight key phonological Emphasizeth the stress on the first syllable of "China"
features of the entire sentence (e.g. (/ˈtʃaɪ.nə/), and the pronunciation of the contracted form
sentence stress and weak forms). "she's" (/ʃi:z/).
She’s been to China.
ʃiːz biːn tə ˈʧaɪnə.
“-‘s” is a weak form
h) Anticipate a problem or problems that P) learners may encounter is confusion with the present
learners might have with phonology and perfect tense and its usage in the sentence "She's been to
propose solutions. China."
S) provide clear explanations and examples of the present
perfect tense, highlighting that it indicates a past action or
experience with a connection to the present

P) Ss may forget to pronounce the (‘s) because it’s

contracted and they can’t hear it clearly in native
conversations
S) Use finger counting to drill
I wish I had a Ferrari. (Intermediate)
a) Analyse the meaning (as if you were Expressing a desire for something that is not currently true
writing notes for a colleague or yourself). or possible.
b) Describe how you would convey the Create a context where someone is looking at a luxury car
meaning in order to elicit the target magazine or watching a car race. Show a picture of a
language from students (e.g. context, Ferrari and express a desire for it using body language
supporting visuals. Do not include the TL and facial expressions without using the target language
(target language) as part of how you The context is: I tell students that I have a car but I need to
convey it as you will be aiming to elicit it change it. I want to buy a Ferrari, which is an expensive
from the learners.) car. But I don’t have enough money to buy it.
This is your context.
c) Check students’ understanding of the Ask students if the person in the sentence currently has a
meaning of the underlined target Ferrari (No).
language (using concept questions, and Is this the past, the present or the future? ( the present)
timelines if appropriate). Ask how they think the person feels about not having a
Ferrari (disappointed/ jealous/ envious).
Does the person want a Ferrari? (yes)
d) Anticipate a problem or problems that P) Students may confuse the meaning with a present wish
learners might have with the meaning and or a future possibility.
suggest solutions. S) Provide examples and clarify that the wish refers to
something that is not true in the present or likely to
happen in the future.

P) Ss may confuse it with the past simple because it has a

past sentence after “wish”
S) Provide examples and clarify that it’s in the present
e) Highlight the form of the underlined target The sentence follows the structure of "I wish + subject +
language as if you were doing it for students past simple." Emphasize the use of the past simple to
in the classroom. Name the structure. express an unreal or hypothetical situation in the present.

I wish I had a Ferrari

Subject + wish + past simple

f) Anticipate a problem or problems that P) Students may incorrectly use the present simple
learners might have with the form and instead of the past simple.
propose solutions. S) Provide clear explanations to the correct and incorrect
forms to highlight the difference.
g) Identify and highlight key phonological Sentence stress falls on the words "wish" and "Ferrari."
features of the entire sentence (e.g. The "i" sound in "wish" is pronounced as /ɪ/, and the "a"
sentence stress and weak forms). sound in "Ferrari" is pronounced as /ə/.
aɪ wɪʃ aɪ həd ə fɛˈrɑːri
had is a weak form

h) Anticipate a problem or problems that P) Students may have difficulty pronouncing the /r/ sound
learners might have with phonology and in "Ferrari."
propose solutions. S) Provide pronunciation drills and exercises focusing on
the correct articulation of the /r/ sound.

P) Wish is a weak form so the Ss may not hear it clearly

and try not to pronounce it or just pronounce the sound “ʃ”

S) Drill the sentence and listen carefully to the Ss who are

mispronouncing it and correct it.
They had their car repaired.
(Upper Intermediate)

a) Analyse the meaning (as if you were he sentence indicates that someone else performed the
writing notes for a colleague or yourself). action of repairing their car on their behalf.

The causative is used when someone performs an action

on your behalf or for you.
b) Describe how you would convey the Provide a visual aid, such as a picture of a car being fixed
meaning in order to elicit the target at a repair shop, to help students understand the context
language from students (e.g. context,
supporting visuals. Do not include the TL I’ll show a picture of a car before it got repaired and tell
(target language) as part of how you the Ss that this car belongs to Sam, Sam was a really
convey it as you will be aiming to elicit it busy man so he didn’t have time to fix his car,
from the learners.) This is your context. Then I’ll show the picture after it got fixed, then I’ll ask
students what he

c) Check students’ understanding of the Ask students who performed the action of repairing the car
meaning of the underlined target language (mechanics / car repair professionals),
(using concept questions, and timelines if Who had their car repaired? (They),
appropriate). Did they repair the car themselves? (No, someone else
repaired it for them)
Did they repair their car themselves? (no)
Is the car already repaired? (yes)
What tense are we talking about? (past)
What got repaired? (their car)

d) Anticipate a problem or problems P) They may struggle with the concept of someone else
that learners might have with the performing the action on their behalf.
meaning and suggest solutions. S) Clarify by explaining that "they" arranged for someone
to repair their car, and it was not done by themselves.

e) Highlight the form of the underlined target The sentence follows the structure of "subject + had +
language as if you were doing it for students object + past participle.
in the classroom. Name the structure. Its called the causative construction with the verb "have."
f) Anticipate a problem or problems P) Learners may confuse the past participle form of the
that learners might have with the form verb or struggle with word order
and propose solutions. S) Provide examples and exercises to practice using the
correct past participle form and sentence structure.

P) They may confuse the causative with the past perfect

 because they have the same structure

S) Clarify the difference between the causative and the

past perfect, show that in the past perfect the subject is
the doer of the verb.
g) Identify and highlight key
phonological features of the entire Sentence stress on the words "they," "car," and "repaired"
sentence (e.g. sentence stress and weak
forms). ðeɪ həd ðeə kɑː rɪˈpeəd 
had is the weak form

h) Anticipate a problem or problems P) Learners may mispronounce the "-ed" ending or struggle
that learners might have with phonology with word stress.
and propose solutions. S) Conduct drills and exercises to practice the correct
pronunciation of the past tense "-ed" ending and drill the
word stress in the sentence.

P) Ss may use ‘d instead of had which is not right because

they can’t contract had in this structure.

S) I’ll explain the difference between had as a main verb,

had as an auxiliary and had that we use for causative
structure

References

-How to teach grammar by Scott Thornbury

-Teaching tenses by Rosemary Aitken

- Concept questions and timelines by Graham Workman

17 Boulos Hanna, Dokki, Giza, Egypt
e-mail: [email protected] | Website: www.ihcairoeg.com