Celta_Assignment_1__Language_Related_Tasks

Assignment 1: Language related tasks Sentence 1: She needn’t have got up so early. Level: Intermediate a) Analysis of meaning: * “Needn’t have refers to something which took place but was unnecessary” (Parrott, 2010). Her getting up so early was unnecessary. * “Need not have does not mean the same as did not need to. When we say that somebody did not need to do something, we are simply saying that it was not necessary (whether or not it was done).” * The past participle of the phrasal verb “get up” refers to the action [in the past] of rising out of bed ------------------¦got up¦-------------------------------------------------¦NOW¦------------- b) Context: Jessica got up at 6am to bring Tom to the airport, but Tom had already left for the airport by taxi. Student: She needn’t have got up so early c) Checking students understanding: CCQs * Was it necessary for Jessica to get up at 6am' No * Why was it not necessary for Jessica to get up “so early”' Because Tom had already left in a taxi. * Is there a time when you have done something that you needn’t have done' Last Friday I cycled to university, but the lecture was cancelled. I needn’t have gone. d) Highlighting Form: * She needn’t have got up so early Subject + need not + perfect infinitive + past participle * Need not is contracted to form “needn’t” – the missing vowel is represented by the apostrophe (‘). e) Highlighting Phonology: She needn’t have got up so early /ˈni:dntəv/ / ˈgɒtʌp/ * Highlight that “needn’t have” and “got up” are examples of connected speech. * Highlight that in this example both “not” and “have” are used in their weak forms * The stresses in the sentence are on “need”, “got”, “so” and “early” Sentence 6: My brother is very ambitious. Level: Pre-intermediate a) Analysis of Language: The “Graded adjective” (Parrott, 2010), “ambitious”, means that “my brother” has relatively high, personal goals, and a strong desire to be successful. It is used with the intensifier, very, to stress the level of ambition. b) Context: My brother is determined to be very successful, and has set high personal goals. He wants to become the president of Ireland; and he is working very hard to achieve this. Student: You’re brother is very ambitious. c) Checking Understanding: CCQs * Are my brother’s goals below average, average, or above average' Above average. * Does my brother rely on luck to achieve his goals' No, because he works hard to achieve his goals. * Can you give me an example of someone who is ambitious' Someone who starts their own business is ambitious. d) Form: My brother is very ambitious. Subject + complement verb (to be) [+ intensifier] + ambitious * The “intensifier” is used for emphasis, to stress a greater degree of ambitiousness. e) Highlighting Phonology: Ambitious (two syllables – am bitious) /amˈbɪʃəs/ * Highlight that stress is on the second syllable. * Help students with pronunciation of the second syllable bitious , as some students might pronounce it bɪsjəs. Sentence 4: I wish I’d gone to the party Level: Intermediate a) Analysis of meaning: In this example, the speaker is expressing their current regret about something they could have done in the past, but didn’t. b) Context: Mary decided not to go to the party on Saturday. The following Wednesday, her friend told her that the party was great fun, and that the guy Mary liked was there. Student: Mary must be thinking, “I wish I’d gone to the party”. c) Checking understanding: CCQs * Is Mary happy with her choice not to go to the party' No * If Mary could go back in time, to Saturday, would she stay at home again, or go to the party' Go to the party. * Give me an example of something you wish you had done. I wish I had gone to bed earlier, because I am tired now. -------------¦Decision¦-¦Party¦---------------------------------------------¦Now ¦----------- d) Form: I wish I [had] gone to the party Subject + wish + subject + past perfect (to have) + past participle * I had is contracted to “I’d” e) Highlighting Phonology: I wish I’d gone (to the) party /wɪʃ/ /təθə/ * The stresses in the sentence are on the [single syllable] words “wish”, “gone”, and “party”. * The words “to” and “the” are in connected speech, and are in their weak forms. Sentence 5: I told her off. Level: Upper Intermediate a) Analysis of Language: Here, the simple past of the [informal] phrasal verb, “tell [S.O.] off”, is used by the subject to explain that they “reprimand[ed] or scold[ed] someone” [at some point in the past]. Synonyms: reprimand; scold; lecture. b) Context: My younger sister called me an insulting name. In a very serious tone of voice, I said that I was disappointed and angry with her, and that she should have more respect for people older than her. I warned her not to do it again. Student: You told her off c) Checking Meaning: CCQs * Did I find what my sister said funny' No. * Did I tell her it was OK to call someone her own age this name' No * What did I tell my sister' That you were angry and disappointed with her, and that she should have more respect for people older than her. * Have you ever been told off, if so why' I was told off because I was late for class. * Give me an example of why a person might tell someone off. A manager would tell an employee off for being lazy. d) Form: I told her off Subject + past simple + pronoun + off * It is usually in the form of to tell someone off e) Highligting Phonology: I told her off /ˈtəʊldɜ:r/ /ˈɒf/ * “told her” is connected speech; “the” is in the weak form. * The stresses in the sentence are on the syllables “told” and “off”. Sentence 2: I didn’t mean to break it. Level: Elementary a) Analysis of Language: Here, the past simple of the auxiliary verb, “do”, is used to make a negative statement relating to past intention. The person broke something, but they didn’t do it on purpose. b) Context: I was playing football with my friend, in my front garden; I tried to kick the ball towards the goal, but I kicked it badly and it broke a window in the house. I knew I was in trouble. Student: but you didn’t mean to break it. c) Checking Understanding: CCQs * When did I break the window' In the Past. * Did I want to break the window' No. * Was it an accident' Yes. * Have you ever broken something that you didn’t mean to break' Yes, my mom’s vase. * How did it happen' I was running after my sister and I tripped. I fell against the table and knocked it off. -----------------------¦Broke it¦---------------------------------------------------¦Now¦ d) Form: I didn’t mean to break it. Subject + past simple (do) + mean + infinitive+ object * Did not is contracted to didn’t (use finger highlighting). e) Highlighting Phonology: I didn’t mean to break it /ˈdɪd(ə)nt/ /ˈmiːn/ /tə/ /ˈbreɪk/ * The stresses in this sentence are on the [monosyllabic] words, “didn’t”, “mean” and break. * “To” is in the weak form. -------------------------------------------- [ 1 ]. http://www.perfectyourenglish.com/grammar/need.htm