Celta_Language_Skill

Assignment 1 Target language: 1 I’ve lost my keys. | Form:Present perfect simple tenseSubject + auxiliary verb + past participle of the action verb. | Function/meaning:The action happened sometime in the past but the result is in the present or that action has continued to the present time. | Context/situation:I dropped my key somewhere and now I can’t get into my house. | Concept questions: 1. Do I have the keys with me' (no) 2. Did I lose the key in the past or the present' (the past) 3. Do we know exactly when' (no) 4. Can I get into my house now' (no) | Course book & resources: * Teaching English grammar by Jim Scrivener * Cutting Edge (students book) * Grammar file and practice exercise by Nikita Kovalyov * http://www.english-grammar-revolution.com | Possible student difficulties with form, function and phonology: * Students may have difficulty understanding the concept that this is talking about a present event as the past tense is used. * Students may find confusing with the form I’ve (I have). * Students might mix past simple and present perfect forms. * Students might not be clear about the difference in meaning and use of the two tenses. * Students might think the present perfect means ‘incomplete action’. * Students might completely fail to grasp the meaning and uses of the present perfect. | Board work: Substitution table: I’ve | lost | my keys | They’ve | missed | the train | I’ve | spent | this month’s salary | They’ve | gone | to France | I’ve | cooked | dinner | | Target language:2. You should go to the dentist. | Form:Future tenseSubject+ modal verb should+ verb (bare infinitive) | Function/meaning:To give an advice/ suggestion in a polite way. | Context/situationI was talking with my friend. I was complaining about my painful tooth ache. My friend was advising me to see the dentist. | Concept questions: 1. Have I been to see the dentist' no 2. Do I need to go to the dentist' Yes 3. Is my friend telling me that I must go and see the dentist' No, she was advising me. 4. Am I going to the dentist in future' Yes probably, we often take the advice of a friend. | Course book & resources: * Practical English Usage by Swan. M. * Teaching English grammar by Jim Scrivener * Understanding and Using English Grammar by Azar, Betty * http://www.teachingenglish.org.uk | Possible student difficulties with form, function and phonology: * Students may confuse the modal verb should with the modal verb must and create an obligatory, emphatic request. * Some students may confuse the use of the bare infinitive verb form after the modal verb should and replace it with present continuous i.e. go to going. * Some students may pronounce the verb should (ʃʊd) incorrectly due to the silent l (should) | Board work:Substitution table You | | go | to the dentist | He | should | see | the doctor | You | | take | the medicine | You | | read | the book | | Target language:3. The window was broken during the party. | Form: Simple past tense – Passive voiceObject + To Be + past participle of the main verb | Function/meaning:The auxiliary verb be is used with a past participle to form the passive voice.The action (broke the window) was done by somebody in the past. no one in particular appears to be responsible for the broken window | Context/situation:The person is looking for someone (builder) to fix the broken window. | Concept questions: 1. Did the window break now' no 2. Did someone break the window in the past' Yes 3. Do we know who broke the window' No 4. How the window broke' during the party | Course book & resources: * Teaching English grammar by Jim Scrivener * Cutting Edge (students book) * English Grammar in use by Raymond Murphy * http://www.english-grammar-revolution.com | Possible student difficulties with form, function and phonology: * Students might get confused with the sentence. * Students might find difficulty to pronounce the ‘broken’, where they might be more familiar with the word ‘break’. * Students might not use the past participle form for the verb (broken). * Students might not recognise passives as passives, perhaps mishearing them as normal past sentences. * Students might be unclear who did the action. | Board work:Substitute table: The window | was | broken | during the party | The house | was | demolished | during the war | The cargo | was | damaged | during the trans-Atlantic fight. | The painting | was | sold | to the other country | Timeline: | Target language:4. If he’d studied more, he would have passed. | Form: First part ‘if’ clause Past perfect tense.Second part perfect conditional.Third conditionIf + past perfect + would have + past participle ORIf + subject + had + past participle + complement, subject + would have (‘ve) + past participle | Function/meaning:We use the third conditional to imagine a different past that didn’t happen and impossible to change.The past is used to represent improbability in the present, and the past perfect is used to refer to impossible events that didn't happen in the past | Context/situation:Exam result is out now and he didn’t pass the exam, because he didn’t study hard enough. | Concept questions: 1. Did it pass' No 2. Did he want to pass' Yes 3. Did he do proper study' No 4. Can he change the result now' No | Course book & resources: * Teaching English Grammar by Jim Scrivener * How do we overcome the difficulties of teaching conditionals by Robert W. Norris * Understanding and Using English Grammar by Azar, Betty * How to Teach Grammar by Thornbury, Scott * http://www.teachingenglish.org.uk * http://esl.about.com | Possible student difficulties with form, function and phonology * Students may have difficulty to understand the form of third conditional. * The whole meaning of the sentence might be confusing for the students. * Both spoken and written forms of past conditional sentences contain contractions, which cause the words to be pronounced as if they were one word or syllable. * Students might have difficulty with correct syntax, or word order, because there is mixing in the time references of the two clauses. * Students might make syntactical errors using would (or other modals) in the 'if' clause and main clause. * Students might find difficult to pronounce ‘he’d’. * Students might fully ignore/forget to use ‘would have’ in the second part of the sentence. | Board work:Substitution table | he’d | studied | more | he | | passed | If | She’d | told | me | I | would have | known | | I’d | woken | up early | I | | caught my train | | I’d | moved | to London | I | | got a better job | | Target language: 5. I met him two years after he’d left the company. | Form: Past perfect simple tenseSubject + had + past participle | Function/meaning:Talking about one action that happened after another action in the past. | Context/situation:Talking to an ex colleague/friend, having conversation about the work. | Concept questions: 1. Is he working in the company' No 2. Did he leave the company when I met him' Yes 3. When did he leave the company' Two years ago | Course book & resources: * Teaching English Grammar by Jim Scrivener * English Grammar in use by Raymond Murphy * Action Grammar by Joanne Feierman * Understanding and Using English Grammar by Betty Azar * http://www.teachingenglish.org.uk * http://www.english-grammar-revolution.com | Possible student difficulties with form, function and phonology: * Students might think that the past perfect is used for events in the ‘distant past’. * Students might mismatch the tense. (past simple with past perfect) * Students might overuse past perfect when past simple would be enough. * Students might get confuse with the whole sentence as which action happened when. * Students may have difficulty to pronounce the word ‘met’ or ‘left’. * Students might have difficulty to pronounce ‘he’d’ | Board work: Substitution table I | met | him | two years after | he’d | left | The company | She | moved | to NY | | she’d | studied | English | He | received | his licence | after | he’d | repaired | many cars | I | went | to school | | I’d | eaten | breakfast | Timeline |