LESSON 29 for ASSIGNMENT 2
LESSON 29 for ASSIGNMENT 2
Lesson 29 Analysing grammar
This page contains important information for your second assignment.
An important part of lesson planning, especially when teaching grammar, is language analysis. It may seem like a lot of extra work for you, but the more you do it, the sooner it will become second nature and you will not even realise you are doing it.
Have a look at our language analysis for present perfect. Our comments are initalics.
For example:I have eaten sushi twice.
1. What is the use or function of this language? (include a timeline if appropriate)
Here, you need to discuss the meaning and use of the grammar point - why do we use it? Include a relevant example sentence (or two!) and a timeline if possible.
The present perfect is used to talk about experiences people have had at some time in their lives. When it happened is not specified.
I have eaten sushi twice.
2. In which context are you introducing the language?
Here, you need to tell us the topic of your lesson - yes, it's a grammar lesson but you'll need to give it an overall topic to frame your lesson. For example, in a lesson about the future, your context might be technology or future goals.
Food- e.g. discussions around eating/food poisoning/cooking.
3. Which concept checking questions will you ask to ensure students understand the meaning?
Remember to start withan example sentence(e.g. the one you've used to explain the meaning above). Write your CCQs for this example sentence only.
I have eaten sushi twice.
Have you eaten sushi in your life? (yes)
How many times? (two times)
Are you still alive? (yes)
Do we know when you ate the sushi? (no)
4. What is the form of the target language? (include positive, negative and question forms if appropriate)
The form of the language might look like a formula - what components do you need to make the sentence (using grammatical terminology!)
I have eaten sushi twice.
have/has + past participle
I have never eaten sushi/I haven't eaten sushi.
have/has + never + past participle/haven't + past participle
Have you eaten sushi?
Have (you) + past participle+?
5. How will your students work out the rules for the structure?
We're looking to see something more advanced than 'I will stand at the front and explain the grammar point'. Think about teaching inductively and use guided discovery help your learners to work out the rules for themselves.Make sure this matches what you write in the presentation stage of the lesson.
I will introduce the language through a dialogue:
A.What's the weirdest thing you've eaten?
B.I've eatenlots of weird things - snails, scorpions, kangaroo...
A.I've never eaten anything like that!
B.I've also eaten snake!
Students will then analyse the language to work out the form of the language. I will give them a worksheet and they need to fill in the form:
What's the weirdest thing you ____ ________? (have, past participle)
I ______ _______ lots of weird things (have, past participle) etc.
6. What will you teach about the pronunciation of the structure?
What changes when you say the target language in fast speech? Consider features of connected speech (such as weak forms and contractions), sentence stress and intonation where appropriate. Use the phonemic script where possible. You might benefit from searching for a pronunciation explanation on YouTube. Try searching 'pronunciation' and your language point.
We contractI havetoI've.
WeweakenHaveat the start of a question to/hv/
You will be asked to complete your own language analysis in your second assignment (at the end of unit 8), so you may wish to return to this page for guidance. Your tutor will be looking to see that you have a good awareness of the grammar point that you're writing a lesson plan for.
Name of the Teacher Date Level of the class Length of lesson
Lesson Type:
Lesson Topic:
Lesson Aims:
By the end of the lesson, students will be better able to
Example sentence:
Lesson Outcomes:
By the end of the lesson, students will have
Anticipated difficulties:
Suggested solutions:
Target language analysis:
What is the use or function of this language? (include a timeline if appropriate) In which context are you introducing the language? Which concept checking questions will you ask to ensure students understand the meaning? What is the form of the target language? (include positive, negative and question forms if appropriate) How will your students work out the rules for the structure? What will you teach about the pronunciation of the structure? Stage Name Stage Aim Time Interaction Pattern Teachers procedure Students will
Example:
Warmer Example:
To engage the learners in the lesson, to activate the learners prior knowledge of the topic Example:
10 minutes Example:
T-S
S-S Example:
Show pictures of 3 different sports football (team), tennis (one vs one), marathon running (individual)
Ask students to discuss the advantages and disadvantages of each type of sport
Example:
Students will identify the lesson topic
Learners will use their previous knowledge to make links to the topic
Lesson Rationale (700-1000 words):
You should cover: why you have structured the lesson in the way that you have, what each activity will contribute towards the learning aims and how this will be achieved, other activities that you considered including and why you chose not to use them, what you would do if any of your activities didnt work in the way you have planned
Bibliography (if needed):
Materials (include all physical copies of the materials you plan to use in your lesson, referenced):
