Ass2-Language Related Task

8/3/2019 Ass2-Language Related Task

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A) English Grammar: The Subjunctive

And The Conditionals

Essay by sophia_lispectator, October 2004

download word file, 3 pages ( 4 KB ) 3.9 3 reviews

Downloaded 73 timesKeywords committee, senate, existence,best friend, gradually

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The Subjunctive

Modern grammarians and semanticists dispute he existence of subjunctive in modern

English, as there is no explicit form marked for this category. The formally marked

subjunctive existed once but it was gradually reduced to the present and preterit formswhich do not differ from the indicative form. Still the hypothetical meaning and the

"wishing" meaning can be carried across by these rudimentary forms especially with theverb BE. The present subjunctive of this verb uses the BE form for all persons, and the

past subjunctive uses WERE. The subjunctive is recognized for the lack of concord withthe subject and for that reason some grammarians consider it a non-finite form.

The Senate has decreed that such students NOT BE exempted from college fees.

If I WERE not your best friend, you would regret this.

The PRESENT SUBJUNCTIVE expresses hope and probability for the hope becoming

true.

I demand that the committee RECONCIDER its decision.

I insist that he LEAVE immediately.

I suggest that she TRY again.

The committee proposes that he BE ELECTED.

These examples represent the class of subjunctive which is called the MANDATIVE

SUBJUNCITVE. It can be used with any verb in that-clause if the main clause containsverbs such as demand, require, insist, suggest, ask etc. that's to say expressions of

recommendation, resolution, demand etc. The mandative subjunctive is used in

American English and is characteristic of formal styles of communication. In less

formal situations it can be substituted by:

1. the putative should + bare infinitive:


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It is demanded that every member inform himself on these rules. = It is demanded that

every member should inform himself on these rules.

2. for +to infinitive:

= It is demanded for every member to inform himself on these rules.

The PAST SUBJUNCTIVE expresses hypothetical situations, but...

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English Grammar: The Subjunctive And The Conditionals. (2004, October 08). InWriteWork.com. Retrieved 08:42, February 10, 2012, from

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Reviews of: "English Grammar: The Subjunctive And The

Conditionals":

English Grammar

byjohnjjp on 08/Oct/2004

Many people could probably benefit from reading your informative essay on the use of

the subjunctive and the conditionals. Misuse of the subjunctive and the conditionals is

quite common in everyday speech and also not infrequently shows up in so calledstandard written academic English. Your report should serve as a useful guide to those

who want to properly use the troublesome subjunctive and conditionals. Your paper waseducational and helpful. Well done!

11 out of 11 people found this comment useful.

So true

by sundayriverusa on 07/Feb/2008

Nobody pays attention to their grammar. Awesome write up


English Grammar

by madgaun06 on 09/Oct/2004


3/29

It is of course an educational piece of essay. I for one need to give more time to the

English Grammar and how it is applied in every day speaking and writing.

Goog work


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Assignment 1 / Language focus

The car's going to crash

Form

describe the form: Be going to

Affirmative: Subject + be + going to + bare infinitive

Interrogative: Be + subject + going to + bare infinitive ?

Negative: Subject + be + not + going to + bare infinitive

Short form response: Yes, subject + be + going to + bare infinitive

No, subject + be + not + going to + bare infinitive

Phonology : /g/

Anticipated Problems

confusion with will for future purposes

confusion with getting for future plans (getting more certain)


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Context

Look at these dark clouds! It's going to rain.

1 Use

certainty that something is going to happen to the future(imminent)/prediction (Look at this

car! It is going to crash into the yellow one)

Contributions to learning

I could use personalization (Based on my possible knowledge of a students other activities, I

could use an example like: John is going to walk back home)

Have the students listen or read from the board/student book/handout some examples with

going to (these receptive skills make learning more concrete and give confidence by

repeating the structure)

Give the students the chance to repeat the structure (produce) via speaking, exercises and

writing

Use contrast, concept questions and other technics in order to clarify, in case the students get

confused

You should have done your assignment

Form

describe the form: Should (Should is the conditional form of shall, which is a modal verb)

Affirmative: Subject + should + verb


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Interrogative: Should + subject + verb

Negative: Subject + should + not + verb

Short form response: Yes, subject + should + verb

No, subject + should + not + verb

Phonology : /d/

Anticipated Problems:

differences between should and shall

differences between should and would (future in the past)

differences between should and must to (obligation)

differences between should and will (only about the future)

phonology, should not should

confusion with the irregular verb in the example, make one with a regular

Should + present = advise, desirability (You should go to the doctor)

Should + past = criticism (You should have paid your bills)

Context

By the time John woke up, it was too late to visit the local museum.

I should have used my alarm clock, he said to himself.

Use

to give advice (You should take regular exercise)

in hypothetical situations (Should you need any help, just call me)


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to give tentative opinions (I should think the cost will be about 50 euros)



could use an example like: John missed the deadline. He should have been more responsible)


should (these receptive skills make learning more concrete and give confidence by



writing


confused

I have to complete this assignment on time

Form

describe the form: have to

Affirmative: Subject + have to + verb

Interrogative: Should + subject + verb

Negative: Subject + should + not + verb

Short form response: Yes, subject + should + verb

No, subject + should + not + verb

Phonology: /hf/ (obligation)


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but /hv/ for possession

Anticipated Problems

confuse with the verb have (possess)

confuse with have as an auxiliary verb used in tense formation

have got to (the same, mostly British english)

to has a weak sound

Context

John was late. He had to leave the hotel immediately if he wanted to catch his train. But first

he had to go to the reception and pay the bill.

Use

to talk about strong obligation that comes from somewhere else, for example from you boss,

you parents, a rule at school or work.

we do not use have to when we talk about what is a good idea to do, but we don't do it yet

Instead,we use should.



could use an example like: John lost his jacket. He has to buy a new one)


have to (these receptive skills make learning more concrete and give confidence by



writing


confused

------------------------------------------------------------------------------------------------------------------------------


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B)

CELTA Assignment 1

Ive been waiting here for two hours.

1. Meaning

I was waiting here 2 hours ago.

I am still waiting here.

2. Form

Subject + have/has + past participle (been) + present participle

3. Pronunciation

Contraction of I and have. Been has a short /i/. Stress on /Wei/ in waiting.

4. Eliciting

Show picture 1 of a man standing with a clock above his head. The time is 12pm.

Show picture 2 of the man still standing but the clock now says 2pm and he looks unhappy

while looking at his watch.

Ask What is he doing? Hes waiting.

How long for? 2 hours.

Is he still waiting? Yes

To elicit so give me a sentence, I....

5. Concept Questions

Was he waiting 2 hours ago? Yes

Is he still waiting now? Yes


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6. Anticipated Difficulties + Solutions

Form: Subject +have/has + past participle (been) + present participle. Students might say I has

or he have. They may say Im waiting for 2 hours. They may say wait instead of waiting.

Solution: Drill. Highlight form on whiteboard.

Phonology: Students might wrongly pronounce been by extending the ee. /i:/ rather than /i/.

Students might not use the contraction Ive, youve, hes etc. Students might put stress on

wrong syllables.

Solution: Drill and model on fingers, write phonemes on whiteboard.

Concept: Students might think waiting only refers to something that happens now.

Solution: Draw timeline on whiteboard

It suits you -versus- It fits you

1. Meaning

Suits:

It looks good on you.

You and the item go well together.

Fits:

Its not too small for you.

Its not too big for you

Its the right size for you.

Its the right shape for you.

2. Form


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(For both) Subject + present simple +s + Object

3. Pronunciation

Fits Stress on whole word.

Suits ui sounds like /u:/.

4. Eliciting

Fits:

Show students a picture of a man wearing clothes which are too small for him.

Ask Are the clothes too big or small for him? Yes

Show students a picture of a man with clothes that fit him.

Ask Are the clothes too big or small for him? No

To elicit So, the clothes.....

[pic]

[pic]

Suits:

Show students a picture of a man wearing a pink jumper with flowers on it.

Ask does this look good on him? No

Show students a picture of a man with a nice shirt on.

Ask Does this look good on him? Yes

To elicit The shirt......

[pic]

[pic]


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Fits:

Is it too big for you? No

Is it too small for you? No

Is it the right size for you? Yes

Suits:

Does it look bad on you? No

Does it look good on you? Yes


Form: Subject + base form + Object For fits, the students might get the subject and the object

mixed up and say; I fit it, whereas, I suit it is acceptable.

Students may drop the inflected s in third person form, or add it to other forms, eg. It suit me, I

suits it.

Solution: Drill and highlight form on whiteboard.

Phonology: Students may mispronounce suit as /sju:ts/.

Solution: Drill and model on fingers, write phonemes on whiteboard.

Concept: Students could mix up the meanings.

Solution: Ask CCQs and correct when appropriate

Other:

Suit and fit can act as synonyms in another meaning. For example, music that fits my mood is

the same as music that suits my mood. This meaning has nothing to do with being too

big/small or looking good/bad. If students already know this meaning, it could pose a problem.


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Solution: If students know the other meaning of suit and fit, explain that that meaning is

different. Explain that many words in English have various meanings.

I wish I didnt live in London

1. Meaning

I live in London.

I dont want to live in London.

I have no plans to move from London.

2. Form

Subject + base form + subject + past simple+not

3. Pronunciation

Weak /t/ in didnt. Stress on wish.

4. Eliciting

Show a picture of a man with a speech bubble above his head saying I dont like living in

London but I must stay here.

Ask Does he live in London? Yes

Does he like living in London? No

Can he move from London? No

Elicit what possible reasons he could have for not being able to leave London, eg. Why do you

think he cant leave London? Family, job, he has a house.

Ask Does he want to be in London? No

Does he want to be somewhere else? Yes

To elicit so, he.... (wishes.....)



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Does he want to live in London? No

Can he move away from London? No

Does he want to live somewhere else? Yes


Form: didnt is past simple, but the sentence refers to an action that is happening in the

present, so students might want to say I wish I dont live in London.

Solution: Drill and highlight form on the whiteboard.

Phonology: students might not use the contraction didnt and instead say did not.

Solution: Drill, model and write on whiteboard.

Concept: Students may not understand that the person still lives in London because of

didnt.

Solution: Ask CCQs and correct when necessary.

You shouldve locked the window

1. Meaning

The window was open

You didnt lock the window.

It was a better idea to lock the window.

2. Form

Subject + should have + past participle


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3. Pronunciation

Contracted should have. Locked ending ed is pronounced /t/.

4. Eliciting

Show a picture of a cold girl in a house with the window open.

Ask Was the girl happy? No

Why not? Because she was cold.

Why was she cold? Because the window was open.

If the window was closed, would she have been cold? No.

What could she have done to not be cold? Close the window.

To elicit So, she should have....

[pic]


Was the window closed? No

Did the girl close the window? No

Was the girl cold? Yes

Would it be cold if the window was closed? No


Form: Students might replace have for of as in the contraction shouldve ve sounds like

of. Students may say should lock or should locked.

Solution: Drill and highlight form on the whiteboard.


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Phonology: students dont contract should and have. They might say lock /ed/ instead of /t/.

Solution: Drill, model and write on whiteboard.

Concept: students might not understand that it would have been better if the window was

closed.

Solution: ask concept questions.

C)

1. She neednt have got up so early.

Meaning: Neednt is short for need not.

This action happened in the past. She got up early but it wasnt necessary.

Context

Mary has a job interview tomorrow and she was feeling very nervous. The next day Mary

woke up early to catch the 9am bus to her interview location. However she had forgotten thatthe interview was at 3pm. It was not necessary for Mary to get up so early. As a result she

waited for several hours in a caf.

CCQs: Did Mary wake up early? (yes)


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What time was her interview at? (3pm)

Was it necessary to get up early? (no)

Tell me about a time when you were too early for something and had to wait.

Form: She+ neednt have got up

Subject +need not+ have +verb (past participle)

Pronunciation: /ni.dnt/: neednt (2 syllables with stress on the first) have (weak form) /v/

________________________________________

2. I didnt mean to break it.

Meaning: I felt bad that I broke it but I didnt do it on purpose.

I didnt want to break it. It was an accident. Context

I was playing with my brothers new toy. Then I fell and dropped my brothers toy. I was afraid

my brother would get angry at me but it was an accident. I didnt want to break it.

CCQs: Did I want to break the new toy? (no)

How did I feel? Why? (sad, bad, scared)

Tell me a time when you didnt mean to break something? How did you feel?


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Form: I + didnt + mean + to break

Subject + did not + verb +infinitive form of verb

Pronunciation: didnt /dd.nt/ (2 syllables stress on first) mean to: (weak form) /t/

3. My brother is very ambitious.

Meaning: Ambitious is an adjective form. The context describes my brother as very ambitious

because he has a strong desire to be successful and rich.

Context:

My brother studies all day and night in college. Sometimes he works so hard he has no free

time. His dream is to become a successful architect. After college he plans to open a big

architectural firm and make it the best in the world. He says this will make him a rich man.

CCQ: Does my brother study very hard? (yes)

What is his dream job? (Architect)

What does he plan to do after college? Why? (to open a big firm and be rich)

Form: Adjective (Adjectives are often called describing words because the provide

information about the qualities of something described in a noun). [i]

Pronunciation: ambitious (3 syllables-stress on the 2nd) /mb.s/

___________________________________________


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4. I wish Id gone to the party.

Meaning: I wish is used with the past perfect tense to express that I am sad or regretful

about a particular action in the past that happened. So I wish I had gone to the party. I am

feeling sorry for myself now that I didnt go.

Context:

I was invited to a birthday party last week. I really wanted to go but I had to work that night. I

heard it was a great party but I had to go to work to pay my bills.

CCQ: Is the party in the past, present or future? (past)

Did I go to the party? (no)

How do I feel about my decisions? (unhappy, sorry, regret it)

Form: I wish Id gone

Subject + wish + had+ (past participle) past perfect)

__________________________________

Party now (wishing I had gone)

Pronunciation: I wish: /w/ Id: /ad/ (1 syllable) Id gone (stress on wish and gone) Id (weak

sound)


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5. I told her off.

Meaning: This is a phrasal verb to speak angrily to someone because they have done or said

something wrong.

Context:

The teacher was very angry when he saw one of his students cheating during the exam. The

teacher quickly took her out of the classroom. He was so mad he began shouting at her. She

wasnt allowed to continue the exam so she left.

CCQs: Did the student do something wrong? (Cheat in exam)

How did the teacher feel about this? (Angry, annoyed)

How did the teacher tell her off? (Start to yell/shout at student)

Did the teacher speak loudly or quietly to the student? (Loudly)

Tell me about a time someone told you off and why did it happen?

Form: Phrasal verb: to tell someone off

I told her off.

subject +told (verb) + object pronoun+ off

Pronunciation: told /tld/ her (weak form /hr/) off/f/


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Focus the stress on told and off. "her has a weak sound.

-----------------------

[i] Grammar for English Language Teachers by Martin Parrott (CUP, 2000

D)

CELTA WRITTEN ASSIGNMENT 1 - Language Related Task

1. The plane leaves at 10.00 tomorrow.

a) The present simple + time marker.

Subject + verb in present simple tense + time marker.

b) Talking about a scheduled future event.

c)

Students may have difficulty understanding the concept that this is talking about afuture event, as the present tense is used.

Students may have difficulty when pronouncing tomorrow, esp. the weak form at the

beginning of the word: tomorrow.

Students may struggle pronouncing the weak form in the and at.

d) A businessman needing to book a last-minute flight for an urgent meeting.

e) Has the event already taken place? (No) When is it? (The future)

What is happening at 10.00? (The plane leaves)

How does the businessman know? (He booked the flight, he was told the schedule)

Some conditional clauses/if-clauses suggest that the situation isreal.

Eg. If scientists invent a pill to keep you awake forever, will you take it?


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In this example the condition is real, and both clauses,ifclause and the main

clause, refer to the present or the nearest/distant future, although the verb in

the ifclause is in the present tense. The situation is viewed as a real possibility.

In unrealconditionals we use a past tense (either simple or continuous) in the

ifclause and would+ bare infinitive in the main clause to talk about present orfuture situations. The situation is viewed as not a real possibility but as a

hypothetical one.

Eg. If scientists invented a pill to keep you awake forever, would you take it?

Do you know any animals or other living beings who never sleep? No

What do bats do in the day time? They sleep.

How many hours do you usually sleep at night? 7-8 hours.

Do you feel well if/when you sleep less? No.

How do you feel then? If I sleep less, I dont feel well.

2. If I had a lot of money, Id buy a boat.

a) The past and present tenses together with the second conditional.

If + subject + past simple + noun, + modal verb (would) + verb in the present + noun.

b) Talking about a hypothetical event in the present.

c)

Students may have difficulty with understanding the hypothetical context.

Students may struggle with the pronunciation of the contracted form of the verb Id.

Students may have difficulty with understanding the hypothetical context.

Students may use an incorrect tense in the result part of the sentence. E.g. If I had a lot

of money, Ill buy a boat.

If I had a lot of money, Id have bought a boat.

Students may have difficulty with pronouncing the weak forms in I, a, of.

d) Somebody talking to his friends about playing/doing the lottery.

e) Did he have a lot of money? (No) Does he have a lot of money now? (No).


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Did he buy a boat? (No) Why? (doesnt he buy a boat?) (He doesnt have enough money)

Would he like to buy a boat? (Yes) How do you know? (because thats what he would do if he

had the money).

3. You should go to the doctor.

a) Subject + modal verb should + the main verb (the infinitive without to) + noun.

(Negative: subject + should + not (or nt) + verb infinitive You shouldnt go to the doctor)

(Question: Should + subject + verb infinitive Should I go to the doctor)

b) To advise/suggest somebody to do something and talk about obligation and deduction.

c)

Students may struggle with the concept that the recipient of the advice had not yet

completed an action. (He hasnt been to the doctor, nor has he decided to go to the doctor

yet).

Students may struggle with the meaning of the modal verb, should. Not as strong a

command as must or to have to. Merely advising somebody, saying something is a good

idea.

Students may have difficulty pronounces the weak form of the modal verb should and

also to not pronounce the silent letters. Also when practising the negative form, students may

struggle with saying the contracted form of the verb shouldnt.

Students may struggle with the weak forms in to and the.

Students may struggle understanding that the modal verb does not change, except in the

negative form (no subject-verb agreement).

Students may struggle with grasping how to use this modal verb in the question form. E.g.

Should I go to the doctor? Instead of the normal question form of Can I of Do I.

Student may struggle with forming the negative, shouldnt, as do/dont is not used.

Irregular past form.

I like football/ I dont like football

You go horse riding/ you dont go horse riding


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You should go to the doctor/ you shouldnt go to the doctor

NOT

You dont should go to the doctor.

d) Somebody (Person A) looking ill and describing/groaning some symptoms of illness to a

friend (Person B or Friend). Person A asks for advice, the friend offers advice.

e) What is wrong with Person A? (Shes not feeling well) Has she been to the doctor? (No)

What does her friend do? (Advises her to go to the doctor) Does she have to go to the doctor?

(No) Why not? (it was only advice, a suggestion) Do you think she will go to the doctor? Was it

good advice?

4. Ive just had lunch.

a) The present perfect + adverb of time just.

Subject + verb in present perfect (with just in the middle) + noun.

b) Talking about a very recent action/ a moment ago.

c)

Students may struggle with the position of the word just in a sentence using the

present perfect tense. E.g. I have just had

Students may make the mistake of following just with a present tense verb. E.g. I just

have lunch changing the meaning of the word just to only.


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Students may struggle with the concept that just (an adverb of time) indicates that the

action took place recently/a short time ago.

Students may struggle with the pronunciation of the contracted form of the verb Ive.

Students may struggle with using the present perfect with just and may want to use the

past simple instead. Students may struggle with understanding why this is acceptable too. E.g.

I just had lunch.

Students may struggle with the word stress in a sentence when using just to emphasise

the time of the action. E.g. Ive just had lunch.

Students may struggle with the pronunciation of the weak forms in had and Ive.

d) Somebody (Person A) who meets up with a friend (Person B) for a coffee. The friend asks if

she wants anything to eat but she declines as she has just had lunch.

e) Why is Person A not hungry? (shes already had her lunch) Did she have lunch a long time

ago? (no) When did she have her lunch? (very recently not long before she met with her

friend) How do you know? (she said that she just had her lunch, indicating the time.

Im going to visit my aunt tomorrow.

a) Future tense using the auxiliary verb going to.

Subject + verb to be in the present simple + going + main verb in the infinitive.

b) To talk about present intentions and decisions in the future. A future arrangement.

c)


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Students may confuse this sentence to be in the present continuous, not recognising the

going to auxiliary verb as a way of talking about the future.

Students may use the main verb in the infinitive without the to. E.g. Im going visit my

aunt tomorrow.

Students may struggle with the pronunciation of the contracted form of the verb Im.

Students may struggle with the pronunciation the word going, as the weak sound ing

is difficult to say. It is also commonly pronounced goin, without the g, or gonna.

Students may struggle with the pronunciation of aunt as the next word tomorrow

begins with the same letter as the last letter of aunt.

Students may have difficulties with the weak forms in the Im, to, and my aunt.

Students may use the auxiliary verb going to without a verb to be in the present

simple before it. E.g. I going to visit my aunt tomorrow.

d) Somebody trying to arrange to go to the cinema with a friend, only her friend has already

made plans to visit her aunt.

e) Has she visited her aunt? (no) Is she visiting her aunt now? (no) When is she going to visit

her aunt? (tomorrow) Is the action in the past, present or future? (future) Does her aunt know

shes coming? (yes) How? (Shed already planned it with her).

Bibliography

Practical English Usage, Third Edition, Oxford Michael Swan


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New Cutting Edge Intermediate, Pearson, Longman.

-----------------------

word stress

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