JUNE, 2014

INTERNATIONAL HOUSE LONDON

MARIE WILLOUGHBY
WORD COUNT

ASSIGNMENT TWO
RE-SUBMIT
CELTA 5
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Assignment 2

Language related tasks assignment

Answer sheet

Meaning:

1.. a 60 year old person has spent almost 20 years asleep (Grammar)

Present perfect is used to talk about situations continuing up to now, especially when
we say how long they have lasted. The action is unfinished. It is a general action, not
a specific one.

CCQs

Did it start in the past? Yes

What time are we talking about? His life

Is the time period finished? No

Can it continue? Yes

Form: present perfect

Positive

I / you / we / they have + past participle

He / she / it has + past participle

Negative

I / you / we / they have+ not + past participle

He / she / it has + not + past participle

Question

I / you / we / they have +S + past participle

He / she / it has +S+ past participle

This structure is referred to as the present perfect.

The present perfect links the past and the present focusing on the effect or result at
the time of speaking or writing,

We form the present perfect simple with has (`s) or have (`ve) followed by the main
verb in a past participle form.

Pronunciation:

has spent / /

The link between the words has spent so it becomes `s spent

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Anticipated Problems and Solutions:

Meaning:

1. Problem: Student may not be aware of the way the present perfect is used.

Solution: use gestures to check and ask them to demonstrate how it is used by
using the time line. Also elicit more examples from the students about it is uses.

Form:

2. Problem: Students may confuse when to use have/has

Solution: Use the white board to illustrate the use of has for the singular and have
for the plural monitor and correct if necessary.

3. Problem; Students may be confused with word order of question forms.

Solution: Elicit clearly onto the board and monitor when students are speaking and
writing

Pronunciation:

4. Problem: Students may be unaware of contractions of has/have.

Solution: highlight the contraction during clarification and drill the contracted form.

5. Problem: Students may stress the auxiliaries rather than the main verbs

Solution: drill the stress and elicit this into the board.

Reference

How English works A Grammar practical book 2nd edition by Michael Swan &
Catherine Walter, Oxford ( 1997)

Grammar for English Language Teachers second Edition by Martin Parrot ,

Cambridge University Press (2010)

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Meaning: (Grammar 2)

1- If scientists invented a pill which, if you took, would keep you awake for
ever, would you take it? (grammar)

If second conditional usually suggests that the situation is less probable, or less
definite, or impossible, or imaginary compared to the first conditional which uses the
present tense.

CCQs:

Is it possible to take this pill? No, it is not possible. Because it is not available

Is it likely to invent the pill soon? No, it is not

Why not? because it is hypothetical

Form 2nd conditional (unreal situations)

Positive

I / you / we / they if + S+ past participle , would+ bare infinitive

Negative

I / you / we / they If + S+ auxiliary + not + past participle ,

He / she / it would + bare infinitive

Question

I / you / we / they If+ S +past participle, Would + bare infinitive +S?

This structure is referred to as type 2 conditional (second) hypothetical or unreal

conditionals. They are used to refer to impossible or contrary to fact things.

We form the second conditionals as if clause (if + past tense) + conditional clause

(Would + bare infinitive). The two clauses are separated by a comma.

However, we do not use a comma when we begin with the conditional clause.

Pronunciation:

1-If scientists invented a pill which, if you took, would keep you awake for ever, would
you take it?

Would =`d when contracted.

A link between I would work= `d work

Anticipated Problems and Solutions:

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Meaning:

1. Problem: Students may not know or understand type 2 conditional (second) is

used hypothetically or in unreal conditionals. They are used to refer to impossible or
contrary to fact things.

Solution: Teacher uses CCQs to further pinpoint the meaning and elicit examples
on the board.

Form:

2. Problem: Students may not be familiar with the past participle of the irregular
verbs.

Solution: Teacher separates irregular verbs according to the same ending on the
white board and drills these words.

3. Problem: Students may easily forget the grammar of long conditional sentence
with two clauses if and mix between them by using if + infinitive instead of the past
simple.

Solution: Teacher can help students by teaching and practicing one clause at a time,
also provide a lot of opportunities and help for students to master this rule by using
CCQs to reinforce form and elicit on the board.

Pronunciation:

4. Problem: in casual conversation if is often barely pronounced. The vowel

disappears entirely and even /f/ is whispered.

Solution: Teacher models the sentence to show unpronounced or disappearing

sounds and then she drills it with students.

Problem: the contraction of world is (d )so the sound disappears.

Solution: clarify the contraction on the white board.

Reference

Grammar for English Language Teachers second Edition by Martin Parrot ,

Cambridge University Press (2010)

Vocabulary

Meaning:

1. We can put off sleeping for a limited period (lexis)

Meaning :
You delay doing it or to hold back to a later time because it is not necessary

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Other example:
Women who put off having a baby often make the best mothers.

CCQs
Are we going to sleep now or later on? Later
Can we delay it for a long time? Yes, we can

Form

Phrasal verb used informally, it can be (transitive verb) (separable) means does not
need an object or intransitive (needs an object).

Verb+ adverb

put something/somebody off

We can put off sleeping

Or we can put sleeping off

Phrasal verb is inseparable.

Pronunciation:

Put off

Anticipated Problems and Solutions:

Meaning:

Problem: students might not know how to use them because they have a figurative
meaning. As a result, they might translate them literately.

Solution: Teacher may clarify the use of phrasal verbs and provides examples within
sentences so that students can work out the meaning by looking carefully at the verb.

Problem: Students may use them in formal writing (Register)

Solution: Teacher elicits on the board their use and provides examples , CCQs to
further pinpoint meaning,

Form:1

Problem: Students may use the wrong preposition.

Solution: Teacher elicits on the board each phrasal verb with an example from the
text.

Problem: multiword forms may have two or more meanings, so learners may be
misled by recognising a form and assuming that it has the meaning that they already
know.

Solution: Teacher will provide examples and elicit from students what does each
phrasal verb mean in the sentence by drilling the form and questions to reinforce the

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form.

Pronunciation:

Problem: the disappearance of the sound /t/ in put off. (weak form)

Solution: teacher models and drills the phrasal verb for students.

Vocabulary

Meaning:

2. We suffer hallucination , and eventually die ( vocabulary)

CCQs:
If something is happening eventually, will it happen straight away? No
Do we die before we have hallucination? No
Do we die after a considerable period we have hallucination? Yes.

In the end, especially after a long delay, dispute, or series of problems

Other example;
eventually, after midnight, I arrived at the hotel

Form:

Adverbs describe verbs. , most of the adverbs end in ly. Adverbs are located before
the verb in the sentence.

Pronunciation:

/vntuli /

There are four syllables and the main stress is placed on the first syllable.

The second syllable is a /ven/

Reference

Oxford Dictionary online Oxford University Press (2014)

http://www.oxforddictionaries.com/

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Anticipated Problems and Solutions:

Meaning:

Problem: Students might not understand the meaning of eventually, giving it the
meaning of possibility because in many Latin languages like Italian or Spanish.

Solution: Teacher CCQs the word to show students that eventually means
inevitability not possibility. Elicit examples of other contexts to reinforce meaning.

Form:1

Problem: Students may spell the word wrongly with one (L) instead of two

Solution: Teacher colour codes the correct spelling on the board and asks
questions to reinforce form.

Problem: Students might omit the last syllabus (ly) of the word, only saying the
adjective.

Solution: Model the correct pronunciation and stress the last sound of the word / /

Pronunciation:

Problem: Students may not pronounce eventually correct, or stress the wrong
syllabus , the sounds change of /t/ to / /

Solution: Teacher uses the phonemic chart to model the word, drills chorally and
individually with the whole class.