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Analysing and Conveying Target Language: Anguage Nalysis

The document outlines the requirements for language analysis in lesson planning for CELTA, focusing on grammar, vocabulary, or functional language. It emphasizes the need to analyze meaning, form, and pronunciation of the target language, while anticipating potential student difficulties and suggesting solutions. The guidance includes using clear features, checking understanding, and employing various teaching methods to convey the language effectively.

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47 views1 page

Analysing and Conveying Target Language: Anguage Nalysis

The document outlines the requirements for language analysis in lesson planning for CELTA, focusing on grammar, vocabulary, or functional language. It emphasizes the need to analyze meaning, form, and pronunciation of the target language, while anticipating potential student difficulties and suggesting solutions. The guidance includes using clear features, checking understanding, and employing various teaching methods to convey the language effectively.

Uploaded by

takingside
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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CELTA

LANGUAGE ANALYSIS
Analysing and conveying target language
This page needs to be included in your lesson plan if your lesson aim(s) include grammar,
vocabulary or functional language, if you pre-teach vocabulary before a receptive skills lessons or input
useful language during a productive skills lesson.

The first thing you need to do is identify what you are analysing, e.g. Past simple for completed actions;
Phrasal verbs; Asking for and giving directions …

It’s generally best to set it out as follows:

Meaning
- State what you see as the most important features in terms of what you are teaching in your lesson.
You do not need to provide a comprehensive ‘grammar book’ analysis of the TL
- Unless it is very clear from your procedure, include how you plan to check the students’
understanding (time-lines, CCQs, exemplification, discrimination, pictures, mime …)
- Anticipate problems students may have understanding the meaning of your TL (areas of difficulty)
and suggest possible solutions

Form
- State what you see as the most important features in terms of what you are teaching in your lesson.
You do not have to use complex terminology – but make sure you include the key features. (With
grammar structures it’s good to consider how positive and negative sentences and questions are
formed)
- Unless it is very clear from your procedure, include how you plan to present the form to students –
will you have them analyse example sentences, etc.
- Anticipate problems students may have with the form of your TL (areas of difficulty) and suggest
possible solutions

Pronunciation
- State what you see as the most important features in terms of what you are teaching in your lesson.
Consider strong and weak forms, contractions, linking, etc. (You should use the phonemic script to
show this)
- Unless it is very clear from your procedure, include how you plan to highlight pronunciation to the
students.
- Anticipate problems students may have with the pronunciation of your TL (areas of difficulty) and
suggest possible solutions. You should use the phonemic script to highlight issues and make it clear
to the tutor what you mean. In terms of the possible solutions mention how you will highlight the
sound(s) – will you use minimal pairs, draw a mouth on the board, model it etc.

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