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.