Celta_-_Language_Related_Task

Language Related Task - CELTA |Marker Sentence: |Marker Sentence: | |Since then, the intrepid traveller has cycled through 37 countries. |... two of them were stolen ... | |Concept: |Concept: | |Since a certain time which was highlighted in the previous text (ie. 8 years |Two items have been taken illegally. We don’t know what has been stolen but | |ago), a keen explorer and brave person (Keiichi) has made a very long journey |it implies that there must still be at least one (in fact we know that Keiichi | |on a bicycle which has taken him through 37 countries – so far. The intrepid |has had 5 bikes). The ACT of theft happened in the past – this is indicated by| |traveller is the subject, the ‘doer’ and therefore this is active. |the auxiliary ‘were’. And we know that the action is finished because they are| | |not being stolen now. They were stolen – complete action. | | |The passive form is being used. The thieves are doing the action of stealing | | |on the bikes. (We know that ‘them’ refers to the bikes). | | |The bicycles are the recipient subject of some action (they were stolen BY | | |somebody). If it were active, it would be “The thieves stole two of them”. We| | |know it is passive because the past simple were + past participle indicates | | |this. | |Clarification & Checking: |Clarification & Checking: | | | | |Realia : Either small figurine of bicycle or Picture of bicycle – World map - |Realia: Set scene...”I am back from Brazil. I had a great time. However, on| |Globe – small Japanese doll like figure . Calendar. |my holiday, two of my pens were stolen”. I show them 5 pens. Get a student to| | |take 2 of the pens. | |Did Keiichi travel around the world on a plane' (No) | | |Did he make his journey on a bicycle' (Yes) |Did he have a bike' (yes) | | |Did somebody take his bike illegally' (yes) | |Do we know when Keiichi travelled' (Yes, in the past) |Did one get stolen ' (no) | |Is he a brave adventurous person or a scared and fearful person' (brave |Did two get stolen' (yes) | |person) |Do you know when exactly were the bikes stolen' No (during his trip- in the | | |past) | |Model marker sentence and drill. |What happened to Kiichi’s cycles' (two of them were stolen) | | | | | |Steal – is an irregular verb form. | | | | | |Passive : we know this because the past simple ‘were’ is used with the ‘past | | |participle’ of steal. | |Phonology: |Phonology: | |ði The .... unstressed before a vowel the[pic]eee intrepid traveller. | | | |stiːl - to steal - ː indicates a long sound | |saɪk(ə)ld - cy-cled | | | |stəʊlən - past participle of to steal | |ɪn’trep.ɪd - in-tre-pid | | |ˈtræv(ə)lər- tra-ve-ller - often pronounced trav-ler without pronouncing the|ʌv, ɒv; OF unstressed especially before consonants in connected speech. | |2nd syllable. Also MUST explain the two schwas. | | | | | |Model marker sentence and drill. |Note intonation in the sentence. Model and drill. | | | | |Note intonation, and the rise and fall, in the sentence, especially after | | |‘since then’, pause, ‘the intrepid traveller’ pause. | | |Form & Name: |Form & Name: | | | | |Present perfect simple - Active |Stolen - verb | | | | |Subject + has + past participle |Past simple – passive | | |,,,two of them were stolen.... | |Present perfect simple is formed by ‘has’ followed by the main verb in a past | | |participle form. Cycle is a regular verb – therefore cycled takes on the |Subject + aux (were) + past participle | |usual past participle form. In this instance, because we know that the marker | | |sentence starts with ‘since then’ it is specifying the beginning of a present |Steal is an irregular verb. | |action or measuring its duration so far. The present perfect simple is often | | |used with the prepositions for and since. | | | |Specific Problem & Solution: | |Specific Problem & Solution: | | |Concept of present perfect. |Stolen is an irregular verb. SS might be tempted to say “two of them were | | |stealed” . | |SS might want to say ‘he been cycling”. |SS can add auxiliary verbs on to the verb ‘to be , so they could “two of them | |Many languages have a present perfect so this tense should not present too many|be stolen” – they need to know that the auxiliary changes as they are talking | |problems. |about the 3rd person (those cycles). | | | | | | | | | | | | | | | | | |Sometimes confused to a mother tongue tense used for single , unrepeated acts | | |where the past continuous is often substituted: | | |“two of them were stealing” which totally changes the meaning. | | | | | |Passive and active need to be explained on board | | |Subject + aux (were) + past participle | | |Because of aux were and past participle , we know this is passive. | | |If it were active, it would be “The thieves stole two of them”. (no use of | | |were). | | | | |Marker Sentence: |Lexical item: | |After that, he plans to cycle ... |Since then, the intrepid traveller has cycled through 37 countries. | |Concept: |Concept: | | | | |He has a plan / intention to cycle in the future which is triggered by a |Daring, brave, adventurous, somebody willing to take risks | |specific time ‘after that’ (whatever ‘that’ may be!). Because we have the text| | |we know that Keiichi plans to cycle through Africa after climbing Mont Blanc. |Gives a picture of a traveller who is brave and adventurous. | |He is making plans now. | | |Clarification & Checking: |Clarification & Checking: | |Is he thinking about his next trip now' (yes) | | | |Picture of Scott of the Antarctic and of boy surrounded by sharks- see picture| |Has he got a idea' (yes) |references. | | | | |Is he thinking of travelling to England' (no) |Is the boy scared of the sharks' (no) | | | | |Is he thinking of travelling through Africa and both Americas' (yes) |Is the boy brave' (yes) | | | | |Will he take a plane there' (no) |If you fight a polar bear are you an intrepid person' (yes) | | | | |How will he travel through Africa' (He wants to cycle through Africa) |What sort of person do you think explorers are' (intrepid) | | | | |Have you got plans' (students give their current plans. We can then see how | | |it is present tense with future intention. | | | | | |Model marker sentence and drill. | | |Note intonation in the sentence, especially after ‘after that’, pause, he plans| | |to...... | | |Phonology: |Phonology: | | | | |plæn - plan |ɪn’trep.ɪd - in-tre-pid | | | | |After that, he plans to cycle. Provide students with the intonation, ie. |ˈtræv(ə)lər- tra-ve-ller - often pronounced trav-ler without pronouncing the| |After that (lower your voice, pause). |2nd syllable. Also MUST explain the two schwas – sound like ‘a’. (ə) | | | | | |The intrepid traveller. | | |The ‘the’ of this would be pronounced [pic][pic]because it comes before a | | |vowel. | |Form & Name: |Word class: | | | | |After that, he plans to cycle ... |Intrepid is an adjective describing the noun traveller. Keiichi could have | |Pers. Prounoun + verb + preposition + verb |been a fearful traveller but he is an intrepid traveller. | | | | |This is present simple with future time marker. This form indicates a personal|Explain re. An intrepid traveller vs A intrepid traveller. | |plan which is being planned now but will happen in the future. ‘Plans to’ | | |indicates a future marker , like for example, soon, later on, sometime, after| | |that, etc. |(Noun is intrepidness. | |It is active as Keiichi is the subject of the sentence. |Word building – Trepidation means to have a tremulous fear – “we walked through| | |the jungle with trepidation”. Intrepidness is the opposite). | | | | | |ɪn’trep.ɪd - in-tre-pid | | | | |Specific problem & Solution: |Specific problem & Solution: | | | | |Explaining the different types of future, as native language can use fewer |Putting across the meaning of ‘intrepid’. Solution, to use lots of pictures | |constructions to express future time. Need to point out the ‘now’ and the |connecting intrepid to brave ‘travellers’. | |certainty of arrangements at the time of speaking. Especially for European | | |speakers whose first language has a similar form which is always used to refer | | |to past time. | | |Even though we’re referring about talking about a time in the future ("after | | |that"), we are still using the present tense on "he plans" - i.e. he is | | |planning now to do something in the future. | | |Therefore, the future form version of the sentence would be: "After that he | | |will plan to cycle...". i.e. he will plan in the future, but not now. | | |Traditional grammars often considered ‘will’ to be a future marker and | | |described English as having two non-inflected tenses, a future marked by ‘will’| | |and a future-in-past marked by ‘would’. | | | | | | | | |The simple present is often used to express habitual actions referring to no | | |particular span of time, such as in ‘He walks to school' . It is used when a | | |planned event is described along with a time in the future: ‘We leave for | | |Berlin tomorrow at 1:00. | | |However, he could have used the future progressive to explain the same thing | | |ie. ‘he is planning to cycle through Africa’. However, because of the text | | |‘after that’ and the previous text ‘currently in Switzerland waiting to climb | | |Europe’s highest peak, Mont Blanc...” The simple present is used with future | | |time marker. | | |The third person singular of the simple present it is formed by adding s to the| | |bare infinitive, as in "He plans to” | | |Active , because Keiichi himself is PLANNING to do something. | | | | | | | | | | | | | | | | | | | | |Lexical item: |Lexical item: | |He set off on a tour ... |For most people, hopping on an airplane is the easiest way to ... | |Concept: |Concept: | | |An expression used to express a lighthearted, impulsive act of getting on a | |Phrasal verb, meaning that he started a journey. |plane. Getting on an airplane easily and quickly (last minute decision to fly)| | |– suggests that it is a casual act. | | | | |Clarification & Checking: |Clarification & Checking: | | | | | |Informal and casual way to portray going somewhere quickly or to get into or | |It is often used for when somebody starts a journey. Please see attached |out of a vehicle quickly. | |pictures which will aid presentation. |Refer to my pictures to aid presentation. | | | | |Is he playing tennis' (no) |Mime – hopping (ie. Jumping up and down) | |Is he going somewhere' (yes) | | |Where did he start his journey' (Korea) |I hopped to the doctors. | |When' (eight years ago) | | | |Then mime or explain “Last weekend, I hopped on a plane to Spain” and “ I | | |hopped on the bus at the traffic lights.” | | | | | |Have you ever travelled by plane' (yes) | | | | | |How could we describe getting on a plane' (catching a plane/hopping on a | | |plane). | | | | | | | |Phonology: |Phonology: | | | | |s[pic]t [pic]f - |hɒpɪŋ ôn | |set- off | | | |hop-ping on | | | | |Word class: |Word class | |Phrasal verb . Set + Off . a base verb + adverbial particle. |(informal verb + preposition | | | | | | | |Specific problem & Solution: |Specific problem & Solution: | | | | |Lots of meanings to set and off. Need to give many examples of how ‘set off’ |Explain that it is a casual and informal way of saying to board or get onto a | |is used. Use the SS to personalise the stories of when they set off on their |vehicle: to hop a plane. Problem : SS might want to say ‘ I came to England| |travels. |hopping on a plane”. Give examples of when and how to use as above. | | | | | |Model and drill ‘hopping on’ hopping off | | | | | | | | | | | | | | | | | | | This is my own work. Signature: ____________________ Date: _______________ • Grammar for English Language Teachers (Martin Parrott, CUP) • Essential Grammar in Use - Raymond Murphy • Teaching Tenses - Rosemary Aitken • Working with Words – Ruth Gairns and Stuart Redman • Cambrigde Advanced Learners Dictionary • The Celta Course – Scott Thronbury Various internet sites such as Wikipedia