1. Take a look at the list of items below. Decide which system these relate to: lexis, phonology, grammar or function.
I went to London; I´ve been to London. ……. Grammar
Lend me $5. Could you possibly lend me $5? ……. .Function

Library; bookstore …………….. Lexis

foot; foots …………… grammar
I’d rather not; No way! ……………. Function
Hit; heat ……………… Phonology
Photograph; photographer ……………. Lexis
Should; must ………………. Lexis

Question two
Different learners have different capabilities, and it is important for every teaching staff to clearly understand this. This understanding will help the tutor in deciding the best approach to adopt in ensuring that they give the best to their students. For instance, it is prudent to note that the four skills and the four systems mentioned above are inseparable and can easily be integrated to get better results. As a teacher, it is our responsibilities to design lesson activities that will help the students achieve their potential. For example, in this case, the student has a high mastery of grammar and vocabulary. The confidence of the student would initially play a significant part in the development of an individualized approach. It is important for us as teachers not to put student’s mistakes on display as this will adversely affect the student’s self-esteem.

Nevertheless, it is essential to understand the student’s strengths in grammar and vocabulary and capitalize on it. This will be used to design activities that will help improve her listening ad speaking skills and eventually developing her phonological awareness. With time, the student will enhance on verbal hints about functionality. I would possibly structure some activities in which other students in class, more so those with highly developed sense of verbal fluency and prosody, coupled with clarity and confidence, would speak or read aloud, maybe even act, for the rest of the group. During the classes, all the students, including the Korean, will be provided with copies of texts that will be read during classes. Our Korean student will be expected to recite along with other students. By reading aloud, the student will be picking up on the relationships between sounds and letters and improve her understanding of the alphabetic principle. This activity would focus on a phonological system of English, as well as a listening and reading skill. With time, our Korean student will improve on fluency and prosody which will eventually enable her to improve her reading.

Once our student has progressed in her ability to manipulate inflection in a way that fits a written text, we can do a lot of practice conversing. It is important to encourage our student to chat. Although this may not be adding value to skills of reading and writing, it will be helpful in improving her speech as well as her listening skills. Informal discourse such as this will open us up to advanced vocabulary and grammar that would help our student acquire ownership what have been her strengths to this point. In essence, the class activities will be built on the student’s strengths in grammar and vocabulary. The rest will be done via a combination of speaking, listening, and reading. As our student overcomes her challenges, we can carry on to work on all four skill sets within all four systems of language in a more balanced manner.

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