Celta Assignment 1
Celta Assignment 1: Language related task
State in the simplest possible language what the underlined target language actually means.
I’ve been waiting here for two hours. * I was waiting for two hours. * I am still waiting. * I am annoyed about it.
State the form
Subject + have/has + been+ verb+ing.
Identify features of pronunciation
* The ‘I’ and ‘have’ have been contracted to form ‘I’ve’. * The stressed syllable of pronunciation is I’ve been waiting. * When pronounced the sound of ‘been’ is shortened to ‘ /bIn/.’
Say how you would elicit the language from students
Use flashcard images of a man waiting, looking sad and with a clock in the background that reads 8 o’clock.
Ask the students what they can see in the picture – The man, the time, his expression etc, elicit ‘waiting’.
Then show a second flash card with the same man, the time now reading 10.00 o’clock. Ask the students what they can see, and what has changed since the last picture. Draw a time line underneath from the first to the second picture. _______Pic 1_________________________Pic 2______________ Future Now
Encourage students to form a sentence based on the two pictures and looking at the time line.
Concept Checking Questions
* What is he doing? He’s waiting * Is he waiting right now? Yes * Was he waiting before? Yes * For how long? 2 hours * Is he happy about it? No
List anticipated difficulties * Students may struggle with contracting ‘I have’ to ‘I’ve.’ Solution - I would finger model the contraction to make it clear. * Students may say ‘I’m waiting’ instead of ‘I’ve been waiting.’ Solution – Model correct form, drill chorally and individually. * Students may have difficulty in stressing the right
State in the simplest possible language what the underlined target language actually means.
I’ve been waiting here for two hours. * I was waiting for two hours. * I am still waiting. * I am annoyed about it.
State the form
Subject + have/has + been+ verb+ing.
Identify features of pronunciation
* The ‘I’ and ‘have’ have been contracted to form ‘I’ve’. * The stressed syllable of pronunciation is I’ve been waiting. * When pronounced the sound of ‘been’ is shortened to ‘ /bIn/.’
Say how you would elicit the language from students
Use flashcard images of a man waiting, looking sad and with a clock in the background that reads 8 o’clock.
Ask the students what they can see in the picture – The man, the time, his expression etc, elicit ‘waiting’.
Then show a second flash card with the same man, the time now reading 10.00 o’clock. Ask the students what they can see, and what has changed since the last picture. Draw a time line underneath from the first to the second picture. _______Pic 1_________________________Pic 2______________ Future Now
Encourage students to form a sentence based on the two pictures and looking at the time line.
Concept Checking Questions
* What is he doing? He’s waiting * Is he waiting right now? Yes * Was he waiting before? Yes * For how long? 2 hours * Is he happy about it? No
List anticipated difficulties * Students may struggle with contracting ‘I have’ to ‘I’ve.’ Solution - I would finger model the contraction to make it clear. * Students may say ‘I’m waiting’ instead of ‘I’ve been waiting.’ Solution – Model correct form, drill chorally and individually. * Students may have difficulty in stressing the right
Bibliography: ‘Learning Teaching’ Jim Scrivener, Macmillan Books for Teachers. ‘Practical English Usage’ Michael Swan, Oxford University Press. | | |