ACI2602
Assignment 3
Due 4 July 2025
,ACI2602
Assignment 3: Comprehensive Response
Due 4 July 2025
Teaching Language Structures and Conventions: A Critical and Practical
Framework
Introduction
This assignment critically examines teaching Language Structures and Conventions
(LSCs) through authentic texts, revealing underlying pedagogical assumptions and their
long-term implications for learner autonomy. It integrates theoretical perspectives with
practical classroom strategies, ensuring coherence and academic rigour while
preserving the original intent.
1. Text-Based Apostrophe and Punctuation Activities
1.1 Apostrophe Instruction in “The Little Black Fish” Passage
1.1.1 Activity to Expose Learners to Apostrophe Use (5 marks)
1. Contextual Reading
Learners read the passage aloud, identifying all instances of apostrophes (e.g.,
I’m, don’t, child’s). This foregrounds authentic usage and invites reflection on
spoken versus written forms (Harmer, 2007).
2. Classification Task
In pairs, learners classify each apostrophe as indicating contraction or
possession, thereby surfacing implicit grammatical distinctions (McCarthy &
O’Dell, 2008).
, 3. Rule-Formation Discussion
Groups articulate the general rule: apostrophes replace omitted letters in
contractions and denote ownership when followed by ’s, fostering metalinguistic
awareness (Nation, 2009).
4. Accuracy Exercise
Provide sentences with missing apostrophes; learners insert them accurately
(e.g., “Im tired…” → “I’m tired…”), reinforcing precise application.
5. Creative Extension
Learners compose two sentences about the little fish’s journey, each containing
one contraction and one possessive form, encouraging transfer to novel
contexts.
1.1.2 Explaining Apostrophes for Contraction (2 marks)
An apostrophe in contractions replaces omitted letters, reflecting familiar speech
patterns in writing. This mechanism underpins learners’ understanding of informal
registers and supports fluency (Harmer, 2007).
1.1.3 Deductive Teaching of the Apostrophe (2 marks)
1. Rule Presentation
State explicitly: “An apostrophe marks where letters are missing.”
2. Illustration
Present examples from the text (I’m, don’t).
3. Controlled Practice
Transform full forms into contractions.
4. Independent Production
Compose brief dialogues incorporating five contractions correctly, consolidating
form and function.
Assignment 3
Due 4 July 2025
,ACI2602
Assignment 3: Comprehensive Response
Due 4 July 2025
Teaching Language Structures and Conventions: A Critical and Practical
Framework
Introduction
This assignment critically examines teaching Language Structures and Conventions
(LSCs) through authentic texts, revealing underlying pedagogical assumptions and their
long-term implications for learner autonomy. It integrates theoretical perspectives with
practical classroom strategies, ensuring coherence and academic rigour while
preserving the original intent.
1. Text-Based Apostrophe and Punctuation Activities
1.1 Apostrophe Instruction in “The Little Black Fish” Passage
1.1.1 Activity to Expose Learners to Apostrophe Use (5 marks)
1. Contextual Reading
Learners read the passage aloud, identifying all instances of apostrophes (e.g.,
I’m, don’t, child’s). This foregrounds authentic usage and invites reflection on
spoken versus written forms (Harmer, 2007).
2. Classification Task
In pairs, learners classify each apostrophe as indicating contraction or
possession, thereby surfacing implicit grammatical distinctions (McCarthy &
O’Dell, 2008).
, 3. Rule-Formation Discussion
Groups articulate the general rule: apostrophes replace omitted letters in
contractions and denote ownership when followed by ’s, fostering metalinguistic
awareness (Nation, 2009).
4. Accuracy Exercise
Provide sentences with missing apostrophes; learners insert them accurately
(e.g., “Im tired…” → “I’m tired…”), reinforcing precise application.
5. Creative Extension
Learners compose two sentences about the little fish’s journey, each containing
one contraction and one possessive form, encouraging transfer to novel
contexts.
1.1.2 Explaining Apostrophes for Contraction (2 marks)
An apostrophe in contractions replaces omitted letters, reflecting familiar speech
patterns in writing. This mechanism underpins learners’ understanding of informal
registers and supports fluency (Harmer, 2007).
1.1.3 Deductive Teaching of the Apostrophe (2 marks)
1. Rule Presentation
State explicitly: “An apostrophe marks where letters are missing.”
2. Illustration
Present examples from the text (I’m, don’t).
3. Controlled Practice
Transform full forms into contractions.
4. Independent Production
Compose brief dialogues incorporating five contractions correctly, consolidating
form and function.
