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DELTA Module One

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Unit 4.1

Unit Overview : Analysing and Teaching the Language Systems (2)

In this unit you will look at :

Grammar : The notions expressed by simple, progressive and perfective aspect in English
Phonology : The phonological changes which occur to sounds pronounced in combination in
connected speech
Lexis : The lexical approach
Discourse Analysis : Analysing the spoken language

The English Verb System : Aspect

Previewing Task : Work through the questions on the following handout before you watch the two
videos.

Aspect.pdf

The first video looks at simple and progressive (or continuous) aspect. You can download the slides here :

Aspect.pdf

The second video discusses perfect aspect. You can download the slides here :

Perfective Aspect.pdf

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Further Reading

Check the contents and index pages of any books from the

Module One reading list

which you have

access to for information on the topics covered in the video.

The following texts are available for limited preview on Google Books :

McCarthy, Discourse Analysis for language teachers,

Ch. 2.4

Thornbury,

About Language

CUP, Chs 17 and 18

Yule, Explaining English Grammar,

Ch. 3

Leech,

Meaning and the English Verb

Pearson Education, Chs 2 and 3

Have a look also at : Baker,

English Past Simple & Present Perfect in Relation to Thai Learners

The following set of articles from One Stop English may also be useful. However, be aware that they may
present a very different analysis to mine, and say various things which I personally don't agree with - so
don't be surprised if they seem to be contradicting things which I've said on the videos. Make up your
own minds!

Maxwell and Clanfield,

Verbs and tenses : Present perfect aspect

One Stop English

Tasks

You should do at least two of the three tasks for this unit. You are welcome to do all three.

1. Forum Task 4.1a

2. Materials Analysis : Choose a section from any coursebook you have had experience of, which
teaches an area of aspect. Analyse the approach, using the Teacher's Book to help you, and send your
analysis to Sue :

a) What is the main objective of this section? What activities are included, and how is each intended to
contribute to achieving this aim? What assumptions about learning underlie the activities and why might
the materials writer(s) think these are important?
b) How is the target language explained - structurally? notionally? functionally? In your experience, do
students have any difficulties understanding this explanation? Are there any examples in the section
which the explanation doesn't cover adequately?
c) Are the activities provided adequate to achieve the aims? Would you adapt or supplement the activities
at any point?

3. Forum task 4.1b: Lesson Planning

Magdalena Antończak

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Settings

Terminology Teasers

Can you give a definition, example and some extra information for the following term?

Language Immersion

Click on the link to check your answer.

Odd bits...

1. Cambridge has now issued a new Handbook for Tutors and Candidates updated with the changes for
the 2015 exam. If you'll be taking the exam next June or later, you'll find it

here

2. The list of online seminars for December is now up. Sign up

here

.

3. Requests for January seminars should be posted

here

before Dec 20th. Please read the instructions

carefully before posting your requests - and follow them exactly.

4. Quia marking;now done up to

2/12.

Go and check your marks and comments, let me know if I've missed anything, and post a

question in the forums if there's anything that's not clear.

5. Remember that all work to be marked should be sent to:

[e-mail]

and not to our other addresses which are only for messages and where it will easily get "buried" and
forgotten.

The (almost) daily question

Today's question

Comment on the form of the word in bold :

man-made materials

The Last Question

Comment on the form and use of the highlighted word in this sentence.

Identify 3 problems of pronunciation that it might create for learners.

Form /use : Regular past particle of verb "highlight", used here to premodify the noun "word".

Pronunciation problems:

1. Learners might try to pronounce the two silent "gh" sequences.

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2. Italian learners might omit the /h/

3. SE Asian learners, eg Japanese, would have problems with /l/, pronouncing it midway between /l/ and
/r/

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