ASSIGNMENT 2: LANGUAGE-RELATED TASKS
Grammar 1 - marker sentence:
When I arrived at the cinema, the film had started. (Pre intermediate)
Identify the target structure: Past Perfect Simple
Provide the Meaning of the target structure: Past Perfect is used to talk about two actions in the
past and to make clear the sequence of events. It shows that one action happened before the other
Provide the Context (Include a short, realistic scenario including the marker sentence from the top of
the page): Once I decided to go to the cinema after work. Usually films start at 7 pm. Because of traffic
jams, I arrived 30 minutes later . And when I arrived at the cinema, the film had started.
Based on the chosen context, provide ways to check understanding of the target structure, e.g.:
CCQs with answers:
1. Are the actions in the past? (Yes)
2. How many actions are there in the past? (Two)
3. Did they happen in the same time? (No)
4. Did one action complete before the other one? (Yes)
5. Did the film start first? (Yes)
Timeline:
Anticipated problems with meaning
1. Students might confuse with a sequence of actions using past simple instead od past perfect and
vice versa
Solutions to anticipated problems with meaning
1. Ask CCQs 3-5 and combine them with the timeline on the board, highlighting the two actions
Form
Provide the rules and the break-down (e.g. S+ verb…) for the Form on the target structure. Don’t
forget about negative and question forms, where applicable. Highlight contracted forms.
Use the marker sentence to illustrate the rules.
Positive: Subject + had (Subject’d)+ past participle
Negative: Subject + had + not (hadn’t) + past participle
Question: Had + Subject + past participle?
Anticipated problems with form
1. Students may use the base verb instead of past participle
2. They might also want to use past simple in both clauses
,Solutions to anticipated problems with form
1. Emphasize the correct verb form during elicitation, drilling and elicitation of the written form.
Students complete written and spoken sentences. Monitor for mistakes
Pronunciation
Write the marker sentence below and indicate relevant aspects of phonology:
Provide phonemic script for the part of the sentence that is target language.
If applicable, highlight linked sounds, weak forms in TL.
Indicate sentences stress and intonation.
Pronunciation: /ðə fɪlm ədstɑːtɪd/
When I arrived at the cinema, the film had started.
When I arrived at the cinema, the film had started.
Anticipated problems with pronunciation
1. Ss may stress had when they are speaking
e.g. ‘…, the film had started’
Solutions to problems with pronunciation
1. Drill and transcription on the board
2. Elicit and mark the correct sentence stress on the board. Model and drill
Reference:
Title, author, page number
1. Concept Questions and Timelines, Graham Workman, OHT 22
2. Sound Foundations, Adrian Underhill, p.2
3. Advanced Grammar in Use, Third Edition, Marting Hewings, p.10
, Grammar 2 - marker sentence:
If I had been born in China, I'd be able to speak Chinese. (Advanced)
Identify the target structure: Mixed Conditional
Provide the Meaning of the target structure: This type of mixed conditional refers to an unreal past
condition and its probable result in the present. These sentences express a situation which is contrary
to reality both in the past and in the present. Here the time is the past in the "if" clause and in the
present in the main clause.
Provide the Context (Include a short, realistic scenario including the marker sentence from the top of
the page): I am keen on cultures and decided to visit China. But to talk to locals in suburb needed at
least basic knowledge of Chinese. Then I decided to study that challenging language, and,
unfortunately, after a month I screwed up. I was so frustrated and realized, if I had been born in China,
I’d be able to speak Chinese.
Based on the chosen context, provide ways to check understanding of the target structure, e.g.:
CCQs with answers:
1. Is clause 1 about past or present? (Past)
2. Is that a real or imagined past? (Imagined)
3. Is clause 2 about past or present? (Present)
4. Can I speak Chinese? (No)
5. Do I want to be born in China? (Yes)
Anticipated problems with meaning
1. ‘Been’ might be difficult for students for understanding, because it is an irregular past participle
2. Ss might forget meanings of past perfect and future-in-the past tenses
Solutions to anticipated problems with meaning
1. To write on the whiteboard the infinitive verb form ‘to be’, past simple & participle tenses. After this
show student examples of usages in different forms of the verb.
2. Register on the WB examples of the both tenses. Model & drill. Practice. Monitor for mistakes
Form
Provide the rules and the break-down (e.g. S+ verb…) for the Form on the target structure. Don’t
forget about negative and question forms, where applicable. Highlight contracted forms. Use the
marker sentence to illustrate the rules.
Positive: had + been + past participle (irregular); subject + would (subject’d) + be able to
Negative: had + not (hadn’t) + past participle (irreg.); subject + would + not (wouldn’t)+ be able to
Question: Had + subject + been + past participle (irreg.)? Would + subject + be able to?
Anticipated problems with form
1. Ss could be bad at remembering the form, omitting ‘would’ or ‘had’
2.
Solutions to anticipated problems with form
1. Register the example on the whiteboard, model & drill. Practice. Monitor for mistakes
2.
Pronunciation
Write the marker sentence below and indicate relevant aspects of phonology:
Provide phonemic script for the part of the sentence that is target language.
If applicable, highlight linked sounds, weak forms in TL.
, Indicate sentences stress and intonation.
Pronunciation: /həd bɪn bɔːn/, /aɪdbi əbl tə/
If I had been born in China, I'd be able to speak Chinese.
If I had been born in China, I'd be able to speak Chinese.
Anticipated problems with pronunciation
1. Students might distort the intonation of the sentence
2. Ss may single every word out
Solutions to problems with pronunciation
1. Register that on the whiteboard with arrows, model and drill
2. Show the phonemic transcription on the WB, model & drill
Reference
Title, author, page number
1. Concept Questions and Timelines, Graham Workman, OHT 53
2. Practical English Usage, M. Swan, p.259
Grammar 1 - marker sentence:
When I arrived at the cinema, the film had started. (Pre intermediate)
Identify the target structure: Past Perfect Simple
Provide the Meaning of the target structure: Past Perfect is used to talk about two actions in the
past and to make clear the sequence of events. It shows that one action happened before the other
Provide the Context (Include a short, realistic scenario including the marker sentence from the top of
the page): Once I decided to go to the cinema after work. Usually films start at 7 pm. Because of traffic
jams, I arrived 30 minutes later . And when I arrived at the cinema, the film had started.
Based on the chosen context, provide ways to check understanding of the target structure, e.g.:
CCQs with answers:
1. Are the actions in the past? (Yes)
2. How many actions are there in the past? (Two)
3. Did they happen in the same time? (No)
4. Did one action complete before the other one? (Yes)
5. Did the film start first? (Yes)
Timeline:
Anticipated problems with meaning
1. Students might confuse with a sequence of actions using past simple instead od past perfect and
vice versa
Solutions to anticipated problems with meaning
1. Ask CCQs 3-5 and combine them with the timeline on the board, highlighting the two actions
Form
Provide the rules and the break-down (e.g. S+ verb…) for the Form on the target structure. Don’t
forget about negative and question forms, where applicable. Highlight contracted forms.
Use the marker sentence to illustrate the rules.
Positive: Subject + had (Subject’d)+ past participle
Negative: Subject + had + not (hadn’t) + past participle
Question: Had + Subject + past participle?
Anticipated problems with form
1. Students may use the base verb instead of past participle
2. They might also want to use past simple in both clauses
,Solutions to anticipated problems with form
1. Emphasize the correct verb form during elicitation, drilling and elicitation of the written form.
Students complete written and spoken sentences. Monitor for mistakes
Pronunciation
Write the marker sentence below and indicate relevant aspects of phonology:
Provide phonemic script for the part of the sentence that is target language.
If applicable, highlight linked sounds, weak forms in TL.
Indicate sentences stress and intonation.
Pronunciation: /ðə fɪlm ədstɑːtɪd/
When I arrived at the cinema, the film had started.
When I arrived at the cinema, the film had started.
Anticipated problems with pronunciation
1. Ss may stress had when they are speaking
e.g. ‘…, the film had started’
Solutions to problems with pronunciation
1. Drill and transcription on the board
2. Elicit and mark the correct sentence stress on the board. Model and drill
Reference:
Title, author, page number
1. Concept Questions and Timelines, Graham Workman, OHT 22
2. Sound Foundations, Adrian Underhill, p.2
3. Advanced Grammar in Use, Third Edition, Marting Hewings, p.10
, Grammar 2 - marker sentence:
If I had been born in China, I'd be able to speak Chinese. (Advanced)
Identify the target structure: Mixed Conditional
Provide the Meaning of the target structure: This type of mixed conditional refers to an unreal past
condition and its probable result in the present. These sentences express a situation which is contrary
to reality both in the past and in the present. Here the time is the past in the "if" clause and in the
present in the main clause.
Provide the Context (Include a short, realistic scenario including the marker sentence from the top of
the page): I am keen on cultures and decided to visit China. But to talk to locals in suburb needed at
least basic knowledge of Chinese. Then I decided to study that challenging language, and,
unfortunately, after a month I screwed up. I was so frustrated and realized, if I had been born in China,
I’d be able to speak Chinese.
Based on the chosen context, provide ways to check understanding of the target structure, e.g.:
CCQs with answers:
1. Is clause 1 about past or present? (Past)
2. Is that a real or imagined past? (Imagined)
3. Is clause 2 about past or present? (Present)
4. Can I speak Chinese? (No)
5. Do I want to be born in China? (Yes)
Anticipated problems with meaning
1. ‘Been’ might be difficult for students for understanding, because it is an irregular past participle
2. Ss might forget meanings of past perfect and future-in-the past tenses
Solutions to anticipated problems with meaning
1. To write on the whiteboard the infinitive verb form ‘to be’, past simple & participle tenses. After this
show student examples of usages in different forms of the verb.
2. Register on the WB examples of the both tenses. Model & drill. Practice. Monitor for mistakes
Form
Provide the rules and the break-down (e.g. S+ verb…) for the Form on the target structure. Don’t
forget about negative and question forms, where applicable. Highlight contracted forms. Use the
marker sentence to illustrate the rules.
Positive: had + been + past participle (irregular); subject + would (subject’d) + be able to
Negative: had + not (hadn’t) + past participle (irreg.); subject + would + not (wouldn’t)+ be able to
Question: Had + subject + been + past participle (irreg.)? Would + subject + be able to?
Anticipated problems with form
1. Ss could be bad at remembering the form, omitting ‘would’ or ‘had’
2.
Solutions to anticipated problems with form
1. Register the example on the whiteboard, model & drill. Practice. Monitor for mistakes
2.
Pronunciation
Write the marker sentence below and indicate relevant aspects of phonology:
Provide phonemic script for the part of the sentence that is target language.
If applicable, highlight linked sounds, weak forms in TL.
, Indicate sentences stress and intonation.
Pronunciation: /həd bɪn bɔːn/, /aɪdbi əbl tə/
If I had been born in China, I'd be able to speak Chinese.
If I had been born in China, I'd be able to speak Chinese.
Anticipated problems with pronunciation
1. Students might distort the intonation of the sentence
2. Ss may single every word out
Solutions to problems with pronunciation
1. Register that on the whiteboard with arrows, model and drill
2. Show the phonemic transcription on the WB, model & drill
Reference
Title, author, page number
1. Concept Questions and Timelines, Graham Workman, OHT 53
2. Practical English Usage, M. Swan, p.259
