Before you start to write, read in the Student Guide, the
– advice on formal written English, respecting conventions of academic style
– learning outcomes for LFTMO4
– graded assessment criteria for the Certificate

For each question that you choose, you are required to write 1,000 words.
Do not write 500, or the reader will suspect that you are not able to analyse and evaluate the concepts, and do not write 1,500, or the reader will suspect that you do not understand the specific focus of the question.

Answer every question within each section of the question that you choose.
Number the sections of your answer accordingly – a), b) etc. Take account of the weighting given in brackets. For example, if a section is worth 10%, you will not need to write much detail, and if it is worth 40%, you will need to write a long, deep answer. You will lose marks if you do not answer every question within each section of your chosen question.

You have 3 days to write Assignment Two. You can use your LFTMO4 notes, your text-books and any other reading that you find useful. Your assignment should be word-processed and submitted via turnitin

You should write 1,000 words for each question (i.e. a total of 2,000 words for the whole assignment).

Part A: Grammar (Unit 3)

1. Word classes

a) What are the tests to determine whether a word in English is a noun, verb, adjective or adverb? Remember to refer to the literature in answering the question. (20%)

b) For each of these four word classes, give one example of your own and show how it fits each of the tests you mentioned in section a). (30%)

c) To what extent do you think students should be taught how to do these tests? Give a detailed answer, critically reflecting on what you have read and explaining how you might incorporate the whole idea into classroom activities. (50%)

Part B: Lexis, Semantics and Pragmatics (Unit 4)

1. Context, Cohesion and Coherence

a. Explain the following terms in your own words and provide your own examples of each:
1. Linguistic context (also known as co-text)
2. Situational context (also known as physical context)
3. Cultural context (also known as social context)
4. Cohesion
b. Critically discuss how important it is for you as a teacher and for your students to have an awareness of the role of context (situational, cultural and linguistic) and an understanding of the concept of cohesion in teaching / learning a second language. Justify your answer with examples from the classroom context, remembering to refer to the literature in discussing your ideas. (50%)
c. Devise and justify an activity that you could give to a group of advanced students to train them in the understanding of the three types of context (linguistic, situational and cultural). Remember to refer to the literature in answering the question. (30%)