Assignment 2 Rubric: Language related tasks
On the next page is a typical text that you might get students to read in class. It contains
some useful language.
PART 1:
Look at the items from the text in the box below. Choose one of the grammar structures and do
the following:
analyse the meaning, describing how you would check students’ understanding.
Use concept checking questions and some other clarification techniques if necessary,
e.g. timelines, personalisation.
highlight the form
highlight key pronunciation features
focus on appropriacy where necessary
anticipate problems that students might have with meaning, form, pronunciation and
appropriacy and suggest solutions. The solutions for problems with meaning could
include some of the same techniques you used to analyse meaning, e.g. concept
checking questions, timelines and personalisation
state which references you have used to help you in your analysis.
1. …everything that has happened to us during the day. (grammar)
2. …but sooner or later we have to sleep. (grammar)
3. If scientists invented a pill which, if you took it, would keep you awake for ever, would
you take it? (grammar)
Two example answers, one grammar and one lexis, have been done for your guidance. These can
be found in the section below (Guidelines for Assignment 2.)
PART 2:
In your TP3 you will teach a number of lexical items. Complete one TLAS (Target Language
Analysis Sheet) for two lexical items you were assigned in your TP4 points,and attach it to your
LRT.
In your TP4, you will teach a grammar point. Complete one TLAS (Target Language Analysis
Sheet) for the grammar point you were assigned in your TP4 points, and attach it to your LRT.
Assessment criteria
Cambridge ESOL specifies that for the Language related tasks assignment, successful candidates
can demonstrate their learning by:
analysing language correctly for teaching purposes
correctly using terminology relating to form, meaning and phonology when
analysing language
accessing reference materials and referencing information they have learned about to an
appropriate source
using written language that is clear, accurate and appropriate to the task.
Word count: 750 – 1000 words
Guidelines for Assignment 2: Language Related Tasks
The following document is a set of guidelines for assignment 2. It should be read in conjunction
with the Assignment 2 Rubric as the guidelines will refer to different sections of the rubric. This
document is designed to help you prepare for the assignment, but if you have further questions
contact your Online Course Tutor. There will also be an Assignment Forum where you can post
questions and comments.
Introduction
In this assignment you are required to analyse the meaning, form, pronunciation and appropriacy
of specific language items. As a practising teacher, you will need to do this whenever you are
preparing to clarify language. In Lesson planning 1 you saw how important it is to analyse MFPA
at the planning stage, so that you can clarify language effectively during the lesson. Anticipating
problems learners may have with the language and finding suitable solutions is also crucial at the
planning stage. This assignment will give you extra practice in analysing language as well as
preparing how to deal with learners’ difficulties.
You may find it useful to refer back to units which focused on how to analyse MFPA, in
particular Checking understanding and Anticipating problems and finding solutions.
Example answers
The following example answers will help you structure your language analysis. The first one is
grammar and the second lexis. Both language items are highlighted in yellow in the text,
which you can find in the Assignment 2 Rubric.
Example 1: A few minutes later, they will be asleep. (grammar)
Meaning
In this sentence will is used to express certainty about a future situation.
CCQs:
Are we talking about the future? Yes
Are we sure that this is going to happen? Yes
Form
will + bare infinitive
they will be asleep
This structure is referred to as the future simple.
Will is a modal auxiliary verb and is followed by the bare infinitive of the main verb.
Be is a copular verb and is followed by an adjective.
In informal speaking and writing we use the contraction ‘ll after pronouns in affirmative sentences
(e.g. they’ll).
Pronunciation
◼ ◼
…they will be asleep.
/bɪ ə sli:p/
There is linking between be and asleep.
Sentence stress is placed on the pronoun they and the adjective asleep.
Anticipated problems and solutions
• Problem: Students may say ‘they will asleep’ missing out the main verb. They may think
that asleep is a verb rather than an adjective.
Solution: Highlight the fact that asleep is an adjective which follows the main verb.
Write the correct form on the board above the example sentence.
4. Problem: Students may say ‘they will to be asleep’ using the full infinitive with ‘to’
instead of the bare infinitive.
Solution: Elicit the correct form of the verb. Cross out the ‘to’ on the board and write
bare infinitive above the correction.
5. Problem: Students may stress will when they are speaking, which can suggest a degree
of obstinate insistence.
◼
e.g. ‘…they will be asleep.’
Solution: Elicit and mark the correct sentence stress on the board. Model and drill.
References
Swan, Michael. Practical English Usage Oxford University Press, 2002
Parrott, Martin. Grammar for English Language Teachers Cambridge University Press, 2000
Example 2: …because we have disobeyed our brain’s programming. (lexis)
Meaning
When someone disobeys a person or an order they deliberately do not do what they have
been told to do
CCQs:
Did we do what we were told to do? No
did we choose not to follow orders? Yes
Other examples: School children who disobey school rules, children who disobey their
parents, people who disobey the law.
Form
Disobeyed is the past participle of the verb disobey.
Disobey is normally followed by an object: to disobey someone / a rule / a law / an
order. Pronunciation
◼ ◼ ◼
…we have disobeyed our brain’s programming.
/dɪsəˈbeɪd/
There are three syllables and the main stress is placed on the last syllable.
The second syllable is a schwa /ə/
The –ed ending of the past participle is pronounced
/d/ Anticipated problems and solutions
• Problem: Students may think that disobey has a similar meaning to disagree and that the
example in the text means that we do not agree with the brain’s programming.
Solution: Use the CCQs above to show that disobey means not following orders rather
than a difference in opinion. Elicit examples of other contexts in which people do not
follow orders to reinforce meaning.
• Problem: Students might misspell the past participle and write ‘disobeied’ instead
of ‘disobeyed’.
Solution: Elicit the correct spelling and record the word on the board.
• Problem: Students may pronounce the -ed ending as /ɪd/ instead of /d/.
Solution: Emphasise the /d/ sound and use back-chaining, e.g. start by modelling and
drilling the sound /d/ followed by /beɪd/ then /əˈbeɪd/ and finally the whole word
/dɪsəˈbeɪd/.
• Problem: Students may use the word disobey in an inappropriate context and say ‘I
disobeyed his advice’ when they mean that they chose not to follow someone’s advice.
Solution: Highlight that you can only disobey someone who has the power or right to set the
rules. If someone offers you advice you can choose whether or not to follow it. Provide
examples of people who have the right to set the rules: teachers, parents and policemen.
References
Collins Cobuild Dictionary Advanced Learner’s English Dictionary
Analysing language
Here are some useful guidelines for analysing MFPA:
Meaning
• Look back at how structures were analysed in Dealing with language, and lexical items
in Lexis
• Consider how you are going to clarify meaning for learners. You will need to use some
concept checking questions, as well as other tecniques explored in Checking
understanding: timelines, clines, personalisation, visuals, non-verbal answers, examples,
synonyms and opposites, paraphrase/explanation and extension
• Refer to the ‘Golden Rules’ for devising concept questions in Checking understanding.
Form
• Consider which parts of the language item you are going to highlight for learners. Refer
back to Using the coursebook: Exploring language
• Consider the different types of lexical items which were explored in Lexis: single words,
compound words, lexical sets, synonyms, antonyms, prefixes, suffixes, word families, fixed
expressions (including idioms), semi-fixed expressions and collocation.
Phonology
• Consider different features, such as individual sounds, word stress, sentences stress,
intonation and linking
• Refer back to Phonology 1 and Phonology 2.
Appropriacy
• Consider whether the language is formal, neutral or informal and in which context it can be
used.
Anticipating problems and solutions
Here are some guidelines for anticipating problems and finding solutions:
• Make sure that your anticipated problems are clearly defined. Refer to Anticipating
problems and finding solutions to see how to express problems clearly
• Make sure that solutions are appropriate
• Solutions for meaning could include the same techniques you used to analyse meaning:
concept checking questions, timelines, clines, personalisation, visuals, non-verbal answers,
examples, synonyms and opposites, paraphrase/explanation and extension
• Solutions for form could include eliciting and recording the correct form on the board
• Solutions for pronunciation could include modeling and drilling, marking stress circles,
sound linking and intonation arrows on the board, and using the phonemic chart
• Solutions for appropriacy could include asking students if it is formal or informal or
eliciting situations where you might use this language.
References
It is very important to reference any books you have used during your language analysis. In
terms of grammar, use one of the grammar books which were recommended in the Pre-course
Task. For lexis, it is a good idea to use a dictionary which has been written for students.
Assignment checklist
It is sometimes necessary to resubmit assignments, often because parts of the rubric have been
omitted or the criteria have not been met. In fact, re-doing the assignment can be a useful part
of the learning process. However, some common mistakes can easily be avoided, and the list
below shows the main reasons why candidates have to resubmit Assignment 2:
• Research
• The language has not been researched thoroughly
• There is no list of references at the end of the assignment
• Meaning
• The essential meaning of the target language has not been identified
• The techniques used to check understanding are inappropriate
• There are not enough CCQs
• Answers to CCQs have not been included
• Form
• The analysis is inaccurate
• The terminology is incorrect or not specific enough
• Pronunciation
• The phonemic script has not been used correctly. It is important that candidates do
not make up their own way to describe pronunciation
• Sentence stress and word stress have not been identified accurately
• Appropriacy (where necessary)
• Candidates have not considered whether language is formal, neutral or informal and in
which contexts it can be used
• Problems and Solutions
• There are not enough anticipated problems
• All the anticipated problems focus on one aspect of language, e.g. they all focus
on meaning. There should be a range of problems which focus on meaning, form,
pronunciation and appropriacy
