Celta Assignment: Language Analysis
Assignment 1: Language Analysis
Part A:
Mary goes to work at 8.30. A) The name of the structure (if there is one)
Present simple tense
B) The form of the structure
Subject + base form-es
C) The function
Describing habits and routines
D) The phonological features
Weak form: to > / 'tә /
Sentence stress: Depends on the context.
Intonation: Falling at the end.
Pronunciation: Mary > / 'meɪrɪ /
E) Possible student difficulties
Conceptual difficulty: Confusion between present progressive and present simple.
Students may think that student refers to plural
Structural difficulty: Students may omit "to"
F) Level and Context
Present at elementary level.
Context: Two friends talking about Mary 's routine.
G) Concept questions and answers
Will Mary go to work tomorrow at 8.30? (Yes)
Did she go to work at 8.30 yesterday? (Yes)
Its 8.30 right now, is Mary sleeping? (No)
H) Clarification of Concepts
Visual Images of a woman going to work with clear indication of time (8.30) and a different day clearly shown on each picture (Monday-Friday) will be shown.
Timeline:
I used to have long hair: A) The name of the structure (if there is one)
(No name) Phrasal verb
B) The form of the structure
Subject + used to + infinitive phrase
C) The function
Describing a discontinued past state.
D) The phonological features
Weak form: to > / 'tә/
Sentence stress: "Used to"
Intonation: Falling at the end.
Pronunciation: Used > /ˈjuːst/
E) Possible student difficulties:
Conceptual difficulty: Confusion about the meaning of word "used" as students might think of it as "utilising."
Confusion about the meaning of word "used to" as students might think of it as "accustomed to."
F) Level and Context
Present at intermediate level
Context: Talking to a hairdresser
G) Concept questions and answers
Does he have long hair now? (No)
Did he have
Part A:
Mary goes to work at 8.30. A) The name of the structure (if there is one)
Present simple tense
B) The form of the structure
Subject + base form-es
C) The function
Describing habits and routines
D) The phonological features
Weak form: to > / 'tә /
Sentence stress: Depends on the context.
Intonation: Falling at the end.
Pronunciation: Mary > / 'meɪrɪ /
E) Possible student difficulties
Conceptual difficulty: Confusion between present progressive and present simple.
Students may think that student refers to plural
Structural difficulty: Students may omit "to"
F) Level and Context
Present at elementary level.
Context: Two friends talking about Mary 's routine.
G) Concept questions and answers
Will Mary go to work tomorrow at 8.30? (Yes)
Did she go to work at 8.30 yesterday? (Yes)
Its 8.30 right now, is Mary sleeping? (No)
H) Clarification of Concepts
Visual Images of a woman going to work with clear indication of time (8.30) and a different day clearly shown on each picture (Monday-Friday) will be shown.
Timeline:
I used to have long hair: A) The name of the structure (if there is one)
(No name) Phrasal verb
B) The form of the structure
Subject + used to + infinitive phrase
C) The function
Describing a discontinued past state.
D) The phonological features
Weak form: to > / 'tә/
Sentence stress: "Used to"
Intonation: Falling at the end.
Pronunciation: Used > /ˈjuːst/
E) Possible student difficulties:
Conceptual difficulty: Confusion about the meaning of word "used" as students might think of it as "utilising."
Confusion about the meaning of word "used to" as students might think of it as "accustomed to."
F) Level and Context
Present at intermediate level
Context: Talking to a hairdresser
G) Concept questions and answers
Does he have long hair now? (No)
Did he have
References: Aitken, R. (2002) Teaching Tenses. (ELB Publishing) Harmer, J. (1991) The Practice of English Language Teaching. (Longman) Scrivener, J. (2011) Learning Teaching. (Macmillan Education) Swan, M. (2005) Practical English Usage. (Oxford)