On the next page is a typical text that you might get students to read in class. It contains some useful language. Look at the items from the text in the box below. Choose two of the grammar structures and two of the items of lexis and for each of them 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. We can put off sleeping for a limited period. (lexis)
3. …but sooner or later we have to sleep. (grammar)
4. …we suffer hallucinations, and eventually die. (lexis)
5. …the unpleasant symptoms we suffer (lexis)
6. 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 document Guidelines for Assignment 2.
The Homework on Importance of Knowing Grammar to Students
“indeed.” Grammar is the backbone of a language and without it any single thing you know may be flux, in a sort of jelly without much consistency. In a nutshell, grammar provides you with the structure you need in order to organize and put your messages and ideas across. It is the railway through which your messages will be transported. Without it, in the same way as a train cannot move without ...
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.
Clive Oxenden and Christina Latham-Koenig, English File Intermediate, 1999, OUP
