Meaning of Life and Language
Written Assignment 1: Language related tasks
Submit : __/__/_____
Length: Between 800 and 1000 words
Aim: To develop your ability to look at language (structure, functional language and vocabulary) from the students’ point of view to enable you to prepare thoroughly for language lessons. You should make use of grammar reference books or course books and a monolingual dictionary. Bullet points may be used in this assignment.
TASK: From the box below, select one item from each pair to analyse, and:
a) Analyse meaning:
Give a clear definition (appropriate for level) of what the item means; focus only on the meaning used in the statement.
b) Analyse form and label the parts (using terminology): * Structure – statement/negative/question forms (if applicable); make sure it’s clear which words can be substituted and which are “set in stone”. * Vocabulary – label the item e.g. adjective, phrasal verb etc; irregular past forms, common collocations, etc. * Functional Language – show which parts are “set in stone” and which parts can be changed e.g.? Would you mind + verb+ing (present participle) + object?
c) Highlight key pronunciation features. Use phonemic script where useful. * word or sentence stress, * weak forms, * intonation, * links between sounds, contractions, lost sounds, etc.
d) Anticipate problems - think about what problems students might have with the features you listed above. a) What aspects of the meaning might be difficult for students to grasp? Are there other words/structure that express something similar? Does the structure exist in students L1? b) What form-related mistakes might students make when trying to use the item? c) What problems might sts have with particular sounds, word stress or other pronunciation issues? Use your common sense as well as reference sources.
e) Imagine your students are not familiar with each language item. Describe a context that
Submit : __/__/_____
Length: Between 800 and 1000 words
Aim: To develop your ability to look at language (structure, functional language and vocabulary) from the students’ point of view to enable you to prepare thoroughly for language lessons. You should make use of grammar reference books or course books and a monolingual dictionary. Bullet points may be used in this assignment.
TASK: From the box below, select one item from each pair to analyse, and:
a) Analyse meaning:
Give a clear definition (appropriate for level) of what the item means; focus only on the meaning used in the statement.
b) Analyse form and label the parts (using terminology): * Structure – statement/negative/question forms (if applicable); make sure it’s clear which words can be substituted and which are “set in stone”. * Vocabulary – label the item e.g. adjective, phrasal verb etc; irregular past forms, common collocations, etc. * Functional Language – show which parts are “set in stone” and which parts can be changed e.g.? Would you mind + verb+ing (present participle) + object?
c) Highlight key pronunciation features. Use phonemic script where useful. * word or sentence stress, * weak forms, * intonation, * links between sounds, contractions, lost sounds, etc.
d) Anticipate problems - think about what problems students might have with the features you listed above. a) What aspects of the meaning might be difficult for students to grasp? Are there other words/structure that express something similar? Does the structure exist in students L1? b) What form-related mistakes might students make when trying to use the item? c) What problems might sts have with particular sounds, word stress or other pronunciation issues? Use your common sense as well as reference sources.
e) Imagine your students are not familiar with each language item. Describe a context that
References: “Macmillan English Dictionary”, Macmillan Publishers Ltd. 2003 “Practical English Usage”, Michael Swan (OUP, 1980) “Practical English Usage”, Michael Swan (OUP, 1980) “Macmillan English Dictionary”, Macmillan Publishers Ltd “Practical English Usage”, Michael Swan (OUP, 1980) “Macmillan English Dictionary”, Macmillan Publishers Ltd