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Language Analysis Grammar or Function Template

This document provides guidance for analyzing language that will be taught in a lesson. It involves identifying the grammatical structures and functions being taught, how they will be used in context, example sentences, and how understanding will be checked. For this lesson, the target language is narrative tenses (past simple, past continuous, past perfect). Example sentences from a story about a shark attack will be used. Techniques like underlining parts of speech, contrasting tenses, and acting out examples in reverse order are described for checking comprehension. Potential student issues like confusing tenses and verb forms are also addressed.

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Anzhela Kosareva
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© © All Rights Reserved
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
452 views

Language Analysis Grammar or Function Template

This document provides guidance for analyzing language that will be taught in a lesson. It involves identifying the grammatical structures and functions being taught, how they will be used in context, example sentences, and how understanding will be checked. For this lesson, the target language is narrative tenses (past simple, past continuous, past perfect). Example sentences from a story about a shark attack will be used. Techniques like underlining parts of speech, contrasting tenses, and acting out examples in reverse order are described for checking comprehension. Potential student issues like confusing tenses and verb forms are also addressed.

Uploaded by

Anzhela Kosareva
Copyright
© © All Rights Reserved
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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LANGUAGE ANALYSIS for TP

This analysis is designed to help you prepare for a language point that you are going to teach in a
lesson. Each time you teach language on the course you must attach this completed form to your
lesson plan.
! LANGUAGE A"EA and USE# What are the grammatical structure(s) or function(s) you intend to
teach and how is it/are they used? (For example; modals of deduction, present continuous for future
use)
Narrative tenses: Past Simple, Past Continuous, Past Perfect.
$! %&NTE'T# The target language (ill )e presented in the follo(ing conte*t++ (describe and gie
the context, e!g! two dialogues in a restaurant about ordering food and as"ing for the bill, a situation
where a friend needs adice on how to prepare for a #ob interiew)
A narrative from the book Passages (a man ho survive! a shark attack"
$! ,A"-E" SENTEN%ES# I am going to focus on the follo(ing language items++ (proide
example sentences that you will use in your lesson)
#. $mergenc% orkers arrive! an! took him to the hospital.
&. 'e as surfing in the ocean, hen he notice! a shark.
(. 'e hit the shark automaticall%, because he ha! hear! on )* that their noses are sensitive.
.! ,/P# I (ill con0ey ,/P )y+.. (e!g! pictures, mime, synonyms, timeline, $$%s, or other means of
clarifying and chec"ing ss& understanding) 1Please refer to mar2er sentence3s! and use additional
sheets if necessary
- Meaning/use: I will
#. +n!erline ), an! elicit the tense. - ill ask: Are these complete! actions. / 0es. 1o the%
tell main events in the stor%. 2 0es.
&. Contrast Past Simple an! Past Continuous. - ill elicit the meaning from the sentence. -
ill ask: hich action is shorter3longer. (Past simple2shorter, past continuous2longer".
4hich one as in progress an! hich one interrupte! another action in the past. (Past
Continuous2action in progress, Pas Simple2interrupts this action." - ill also a!! that Past
Continuous sets the general scene of the narrative.
(. Contrast Past simple an! Past Perfect. - ill elicit names of tenses. Afterar!s - ill ask:
hich action happene! earlier. (he ha! hear!". 4hich action happene! later. (he hit the
shark". - ill also a!! that Pas Perfect makes the or!er of events in narrative clear.
- Form (structure, part of speech, etc.): I will
#. - ill un!erline arrived an! took. $licit from Ss ho is it forme!: verb5e! (regular", &
n!

column of the table (if irregular".
&. - ill un!erline was surfing. $licit from ss ho is it forme!: as3ere 5 66ing
asn7t3 eren7t
(. - ill un!erline had heard. $licit from Ss ho is it forme!: ha!3ha!n7t 5 pp (past
participle"
- Pronunciation: I will
)his is skills lesson, pronunciation is not target. 'oever, - ill a!!ress this problem if Ss
re8uire it.
I anticipate students to ha0e some of the follo(ing pro)lems (ith the target language analysed on
page
- Meaning/use:
Ss ma% confuse Past Simple *S Past Continuous in terms of conte9t setting
- Form (structure, part of speech, etc.):
Ss ma% use secon! verb form instea! of past participle hen forming Past Perfect
- Pronunciation:
Not re8uire! b% the lesson t%pe
I (ill deal (ith these )y+.. (e.g. concept questions, time-lines- inclue e!amples)#
" M
- ill act out the process of surfing an! noticing the shark in the reverse or!er (to make it
nonsense". An! then - ill ask: -s it logical.
# F
- ill !ra the table of irregular verbs on the 3b an! ill stress3un!erline that ith Past Perfect
(
r!
column is use!.
$ P
'ot re(uired by the lesson type
&ther useful information sts should 2no(4 e.g. connotation4 U-5American use4
register5appropriacy
Much of the information %ou nee can &e foun in a goo learner's reference or ictionar% an/or in the
teacher's &oo(. )his *+ sheet is a critical part of %our preparation an will &e assesse.

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