Write two anticipated problems and solutions for the meaning

Form:

4. How would you highlight write the form on the board, elicited from the students?

5. Write two anticipated problems and solutions for the form.

Pronunciation:

6. Highlight any relevant features of phonology

7.Write two anticipated problem and solutions for the pronunciation

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GRAMMAR EXAMPLES

TARGET LANGUAGE ANALYSIS SHEET Checking Meaning, Pronunciation and Form

Here write your marker sentence(s)and show exactly how you will check the form, meaning and pronunciation features of the target language

Complete this sheet for all grammar/functions lessons that you teach.

Language area and use: What is the grammatical structure you intend to teach and how is it/are they used? For example; modals of deduction, present continuous for future use..

Identify the TL and concept in simple words:

To be looking forward to doing something.

The speakers in the present are positively anticipating a future event.

Target language: provide an example sentence (that you will use in the class)

Marker Sentences (the possible sentences you will have on the WB to CLARIFY your target language)

We are looking forward to going on holiday. (Pre-intermediate level)

Focus on meaning: How will you CONVEY AND CHECK the meaning of the target language and its uses.

(Please include all timelines, concept questions etc. that you intend to use.) You should start by thinking of a situation or context that will help you convey the meaning and bring the language to life.

I will refer learners back to the text and ask them CCQs to fully check understanding of the Meaning:

a) are they on holiday now? (No) b) Do they want to go on holiday? (Yes) c) How do they feel about it? (excited)

Focus of form: What is the breakdown of the form—as it will appear on WB/Handout. How would you highlight write the form on the board, elicited from the students?

main

(be) | look + ing forward to | verb + ing

Verb to be (present simple)

am | | is | |

Focus on pronunciation: Include any relevant word/sentence stress, contractions, intonation, weak forms, etc. with phonemic transcript of key words.

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Relevant Features of phonology (Schwa, sentence stress).

* * * * They are looking forward to going on holiday.

/ə/ /ə/

Source or Grammar Reference used to prepare for this lesson:

Write title, author, year, publisher and page number here of the grammar reference you used to analyse your Target language.

English for Language Teachers, Parrot , 2004, Cambridge University Press.

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Potential Problems of Meaning: ( write the potential problems learners might have with Meaning- write at least 2 potential problems AND their solutions)

Problem Solution

1) Students might think the holiday Draw a timeline now holidays

is happening now. x---|

<______|

___________x_____>

2) Students might think she is literally Ask CCQ’s to check the meaning of what it doesn’t mean.

“looking forward”. E.g. Are they looking at a picture of a holiday? (no) Do they “see” their holiday or are they thinking about it?

(thinking about it)

Elicit other examples of things we “look forward to”.

Potential Problems of Form: ( write the potential problems learners might have with Form- write at least 2 potential problems AND their solutions)

Problem Solution

a. SS use the wrong part of the verb Highlight form on the WB, model and drill to e.g. “Look forward to go…” reinforce it.

b. SS leave out “to” Highlight “to” in a different color and model and

drill. Use finger highlighting to show the position of “to”

Potential Problems of Pronunciation: ( write the potential problems learners might have with Form- write at least 2 potential problems AND the solutions)

Problem: SS pronounce “to” as /tu:/

Solution: Model, drill and beat the stress. Mark the /ə/sound on the board and contrast it againt the other phoneme

Problem: Learners might pronounce “they are” separately even thus not producing “native like “ speech.

Solution: I will elicit the contraction (they´re) and the corresponding IPA. I will write it on the board and drill this in connected speech.

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VOCABULARY & PRONUNCIATION

The following words appear in the text:

• embarrasing (line 4)

• managed to (line 10)

• burglar (line 14)

For each item of lexis, complete one vocabulary analysis sheet as though you had selected these vocabulary items to pre-teach in a lesson.

Vocabulary Analysis Sheet – Vocabulary

Word/phrase

Meaning (keep it simple!)

How will meaning be conveyed?

What are your CCQs? Anticipated problems & Solutions of Meaning

Form (e.g Spelling, regular, irregular, transitive, intransitive, collocation)

Anticipated problems & Solutions of Form

Pronunciation Anticipated problems & Solutions of

Pronunciation

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VOCABULARY EXAMPLES

Vocabulary Analysis Sheet – Vocabulary

Word/phrase

traffic jam

Meaning (keep it simple!)

a line of cars which are not moving. It could be because there are lots of cars on the road, because of an accident or road works

How will meaning be conveyed?

Pre-teach by using a situation and storyline

T: “So, I woke up very late today, 10am! I start work at 10:30am, so I didn´t take a shower , I was really worried. So I got in my car and started driving desperately… then.. what do you think happened?

SS: you… (thinking)

T: I got even more worried and stressed out! I saw something on the road… what did I see?

SS: cars

T: yes! One or many?

SS: many!

T: Yes! Many many cars. I was in a Traffic Jam!

What are your CCQs?

If the cars are moving fast is there a traffic jam? (no) Do people like being in a traffic jam? (no)

What causes traffic jams? (road works, accidents, rush hour etc.)

Anticipated problems and solutions of Meaning

Problem: Learners might still not get the Meaning of the word (even after CCQs and elicitation)

Solution: I will show pictures of traffics jams, and ask learners if they have been in a traffic jam, where and when, what happened.

To be in/ stuck in a traffic jam

Anticipated problems and solutions of Form Ss may make it plural by adding –s to traffic. Elicit that traffic is uncountable. Tell Ss that compound nouns are made plural by pluralizing the second noun.

Pronunciation *

/’tr æ f æfıkʤ m/æ

Anticipated problems & Solutions

Some Ss have difficulty with /ʤ/ sound. Correct, show IPA, model and drill as necessary.

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International House

Cambridge CELTA Name:

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