Campbell College

Idiomas
Teacher Training Centre
Centre nº ES331

CAMPBELL COLLEGE CAMBRIDGE CELTA CENTRE Nº ES331

WRITTEN ASSIGNMENT 2: Language related tasks

Name: Ian Jonathan Kopelowitz

Date: 10/07/2022

Word Count: 988

I confirm that this is my own work.

I have acknowledged one or more sources of information.

Final Grade:

Tutor Shadow marked by :

In general:

CC

C/ Músico Hipólito Martinez, 2 bajo 46020 Valencia info@campbellcollege.com 96-3628983 www.campbellcollege.com

Grammar 1 : Example from text : “everything that has happened to us during the day”

Analyse the meaning in this context.

The meaning is all the things that happened at an unspecified time in the day that lead
up to us falling asleep at night. This is an example of the Present perfect tense ‘When
you are concerned with the present effects of something that happened at an indefinite
time in the past.’

Identify any potential problems students may have with the meaning.
The sts might not appreciate that these are a indefinite series actions that happened in
the past but effect the present.

Describe how you would convey the meaning and check sts understanding. Use
concept checking questions and some other clarification techniques if necessary, e.g.
timelines, personalization, ccqs clines.

I would use CCQs and timelines to elicit from the students meaning and
understanding.

I would use ccqs:

Did these actions happen in the past? Yes
Are they a series of actions? Yes
Do we know precisely when these actions happened. No
Are these actions affecting us now? Yes

I would draw a timeline with a series of x’s showing events in the past to “now” to
show the present perfect and another for the past simple with a finished action in the
past.

Analyze the form. Label the syntax.

everything that has happened to us during the day.

The form is Subject + auxillary has +verb in the past participle.

Identify any potential problems students may have with the form.

The sts might not remember to conjugate “has” in the 3rd person.
The auxillary verb is normally contracted (‘ve/’s) and in the negative the contraction
moves to the end of the word.

Describe how you would highlight the form in the classroom.

C/ Músico Hipólito Martinez, 2 bajo 46020 Valencia info@campbellcollege.com 96-3628983 www.campbellcollege.com
I would elicit the structure from the class using the target sentence. Then I would do a
“complete the sentence” activity. Then do an oral exercise talking about their life
experiences using present perfect. I would monitor and assist then correct in open
class and provide feedback for both.

Analyze the pronunciation features.

Analyze the sentence stress pattern, weak forms and linking of the example sentence.
0 0 0 0
Everything that has happened to us during the day
‿ ‿

/ˈevriˌθɪŋ/ /ðətz/ /ˈhæpənd/ tʊwəz /ˈdjʊə.rɪŋ/ ði/ deɪ

Weak forms: To, that and has ðətz tʊwəz

Linking of words: that has to us

‿ ‿

Identify any potential problems students may have with pronunciation.

Sts may struggle to link the words correctly, place too much stress on the non content
words, the pronunciation of happened with the /d/ ending, the pronunciation of the
first syllable of during djʊə.rɪŋ/.

Say how you will highlight pronunciation in the lesson.

I would write and speak the sentence on the board with the phonemic script. I would
then elicit from the sts the sentence stress and mark the stress and the linking on the
board. I would highlight the ending of happened. I would then model the sentence and
use back chaining in individual drills with feedback.

Focus on appropriacy where necessary. ( Style neutral/formal/informal )

Neutral. The target language can be used in both formal and informal language.

References
CoBuild’s Dictionary and Grammar (Harper Collins)

Grammar 2 : Example from text : sooner or later we have to sleep.

C/ Músico Hipólito Martinez, 2 bajo 46020 Valencia info@campbellcollege.com 96-3628983 www.campbellcollege.com
Analyse the meaning. “When you want to say that someone has an obligation to do
something, or that it is necessary for them to do it, you use “must” or “have to”.” The
meaning in the context of the article is that it is we can’t live without sleep.

Identify any potential problems students may have with the meaning. Students may
have a problem understanding

(1) What an obligation or necessity means in practice (2) The difference in meaning
between “have to” and “must”. (3) Sts may confuse the verb “to have”. (4) That “have
to” shows a strong obligation as opposed a weak obligation like the word “should” or
“ought to”.

Describe how you would convey the meaning and check sts understanding. Use
concept checking questions and some other clarification techniques if necessary, e.g.
timelines, personalization.

I would elicit meaning and understanding using CCQs, a reading exercise and cline.

I would put the sentence on the board and ask the sts concept checking questions and
elicit their answers.
Can we live without this? No
What will happen if we don’t do it? Hallucinate etc
Is this something we must do? Yes

I would do a reading exercise as well where there is a list of obligations and necessities
and elicit when we use “have to” and “must” do these things. You could also include
the modals “should” and “ought”. A cline would be useful to show the differences. I
would monitor and give appropriate feedback.

Analyze the form. Label the syntax.

sooner or later…….. we have to sleep

AFFIRMATIVE Subject + Semi modal + Infinitive with “to” (“to in the
infinitive is called a particle)
NEGATIVE we don’t have to sleep
Subject + Aux + Semi modal + Infnitive with “to”
INTEROGATIVE Do we have to sleep ?
Aux Subject Semi modal Infinitve with “to”

Identify any potential problems students may have with the form.
C/ Músico Hipólito Martinez, 2 bajo 46020 Valencia info@campbellcollege.com 96-3628983 www.campbellcollege.com
 (1) Students may be confused that this modal can be conjugated (2) use the bare
infinitive instead of the full infinitive. (3) the correct form of “have to” when
talking about the past. (4) the correct structure to form a negative or
interrogative sentence.

Describe how you would highlight the form in the classroom.

To highlight the form, I would do a complete the sentence activity where they must
complete different sentences with “have to” in the affirmative, negative and
interrogative as well as the past. I would give monitor and correct and finally give
feedback.

Analyze the pronunciation features.

0 0
We have to sleep (stress is on the words have and sleep)
‿
/wiː/ / ‘hæftə / /sliːp/

The weak forms are we and to.

There is linking between have to

‿
The phonetic script of have to is / ‘hæftə /

Identify any potential problems students may have with pronunciation.

The students may have problems with the stress on the sentence structure and the
linking of have and to.

Say how you will highlight pronunciation in the lesson.

I would write and speak the sentence and phonemic script on the board. I would then
elicit from the class the stressed words in the sentence and the linking. I would then
model and use back chaining to drill the sentence individually providing feedback and
correction.

Focus on appropriacy where necessary. ( Style neutral/formal/informal )

Have to is neutral.

C/ Músico Hipólito Martinez, 2 bajo 46020 Valencia info@campbellcollege.com 96-3628983 www.campbellcollege.com

References
Grammar for English Language Teachers (Parrott) 2010:130
Practical English Usage (Swan) 2016:74
CoBuild’s Dictionary and Grammar (Harper Collins)

Lexis 1: Example from the text. We can put off sleeping

Analyse the meaning in this context.(Not all possible meanings)

“Put off” means to decide to do something later. “A phrasal verb which is a

combination of a verb and an adverb preposition”

Identify any potential problems students may have with the meaning.

Sts may not realise that the verb “put off” should be seen as one unit with a particular
meaning not as two separate words.
Also confuse the meaning in this context of “put off” as to delay something rather than
deter someone.

Describe how you would convey the meaning and check sts understanding. Use
concept checking questions and some other clarification techniques if necessary, e.g.
pictures, synonyms, opposites, clines , mime, etc.

I would use CCQs

Are we going to sleep straight away? No
Are we going to delay doing this action? Yes
Are we talking about the past here? No
Do we want to deter someone from doing something? No

I would then put then uses flash cards with synonyms and antonyms of “put off” and
put them in two groups of words by eliciting meaning from the sts. I monitor and
correct and give feedback.

Analyze the form. E.g. Identify the word class , plural forms , collocation, position in
the sentence.
We can put off sleeping

C/ Músico Hipólito Martinez, 2 bajo 46020 Valencia info@campbellcollege.com 96-3628983 www.campbellcollege.com

“Put” is the verb and “off” is a preposition or adverb particle. Together they make a
phrasal verb.

We can put off sleeping

Subject + modal + verb + adverb particle + object

Some phrasal verbs can be used in two structures “the verb followed by a particle and
an object, or the verb followed by an object and then the particle”.

Put off sleeping: Verb + adverb particle + object

Put it off: Verb + object + adverb particle

Identify any potential problems students may have with the form.

(1)“Put off “ is separable. However, if you change the object to a pronoun it must
come before the particle. (2) After put off we can use an “ing” form (gerund) but not
normally an infinitive.

Describe how you would highlight the form in the classroom.

I would highlight the form by eliciting the two forms from the students and pointing
out the gerund at the end of the sentence. Then give the students a written exercise
asking the students to identify the phrasal verbs in the sentences which may be either
of the structures. I would monitor and provide feedback on their answers.

Analyze the pronunciation features. Word stress pattern and phonemic script.
Analyze the sentence stress pattern, weak forms and linking of the example sentence.
I would write the two structures on the board and elicit the sentence stress and linking of
put and off.

0 0 0
We can put off sleeping
0 0
We can put it off

The stress is on both the put and off when followed by the gerund and on the off when
with the pronoun.

The phonemic script is pu’tɒf and there is a linking of the words to off
‿

C/ Músico Hipólito Martinez, 2 bajo 46020 Valencia info@campbellcollege.com 96-3628983 www.campbellcollege.com

Identify any potential problems students may have with pronunciation.
There is an assimilation of the /t/ sound in put off in and linking.

Say how you will highlight pronunciation in the lesson.

I would write the sentence on the board with the phonemic script and give the students
an opportunity to hear me pronounce the sentence. Then elicit from the class the
stress and linking. I would model and drill the students using back chaining and giving
correction and feedback.

Focus on appropriacy where necessary. ( Style neutral/formal/informal )

The appropriacy is fairly neutral but in formal letters you would use words like
postpone or delay

References
Practical English Usage (Swan) 2016:100
CoBuild’s Dictionary and Grammar (Harper Collins)

Lexis 2: Example from the text. the unpleasant symptoms we suffer

Analyse the meaning in this context.(Not all possible meanings)

The bad or negative effects of not sleeping.

Identify any potential problems students may have with the meaning.

(1) Sts may not appreciate what a symptom is. (2) Sts may not appreciate the
difference between a symptom and an illness. (3) That we are describing more than
one symptom. (4) That the prefix “un” gives the adjective an opposite meaning.

Describe how you would convey the meaning and check sts understanding. Use
concept checking questions and some other clarification techniques if necessary, e.g.
pictures, synonyms, opposites, clines , mime, etc.

I would use CCQ’s and flash cards of symptoms and illnesses to check understanding.

Do we feel sick/unwell? No
What are the signs we don’t feel well? Headache, temperature
C/ Músico Hipólito Martinez, 2 bajo 46020 Valencia info@campbellcollege.com 96-3628983 www.campbellcollege.com
Are these effects enjoyable? No
Would taking medicine make us feel better? Yes

I would use flash cards of words or pictures including a streaming nose, headache,
high temperature, chills, to reinforce the meaning of symptoms and that ask the class
to guess what illness the student has got.

Analyze the form. E.g. Identify the word class , plural forms , collocation, position in
the sentence.
Unpleasant Symptoms
Adjective Noun (countable)

This a type of adjective and noun collocation. The noun is countable and plural and
the adjective is the antonym of pleasant

The adjective comes before the noun.

Identify any potential problems students may have with the form.

The students may place the adjective before the noun.

They may forget to make the noun is plural.
They may confuse the prefix on unpleasant and spell it with an in.
That only certain adjective + noun collocations are possible with the noun “symptoms”

Describe how you would highlight the form in the classroom.

Write the form on the board and highlight and elicit from the sts the word order, the
plural and that the noun is countable . Elicit from the students and substitute the
adjective with other unsuitable adjectives eg bad, hard. Also substitute acceptable
substitutions eg characteristic, minor and acute. Ask the students to split into pairs
and do a role play as doctor and patient asking them to ask and describe their
symptoms. Monitor and assist where necessary. Make corrections and provide
feedback.

Analyze the pronunciation features. Word stress pattern and phonemic script.

Unpleasant symptoms oOo Oo

There is an elision of the /t/ at the end of unpleasant

C/ Músico Hipólito Martinez, 2 bajo 46020 Valencia info@campbellcollege.com 96-3628983 www.campbellcollege.com
 Phonemic script ʌnˈplɛzən ˈsɪmptəms

Identify any potential problems students may have with pronunciation.

The students may not pronounce the stress properly on the words and not pronounce
the elision.

Say how you will highlight pronunciation in the lesson.

I would show the sentence on the board and highlight the phonemic script.
The students would hear me pronounce the sentence.
I would then elicit the sentence stress and mark both the stress and linking.
Then I would model the sentence and use back chaining in individual drills and
feedback.

Appropriacy

This collocation is used in formal language.

References
Grammar for English teachers (Parrot)2010:125 -131

C/ Músico Hipólito Martinez, 2 bajo 46020 Valencia info@campbellcollege.com 96-3628983 www.campbellcollege.com

C/ Músico Hipólito Martinez, 2 bajo 46020 Valencia info@campbellcollege.com 96-3628983 www.campbellcollege.com