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Grammar Analysis Sheet

Name:M.H.M Hafeel Date12.05.11.. Lesson #TP3Complete this sheet for all grammar 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

Using articles in a sentence, a,an, the and no article

Target language: provide an example sentence of each relevant structure. (Make sureits from the context of the lesson. Use this sentence in your clarification stage)First time you mention a thing/person.E.g.: I saw an old man with a dog.-when you say what something is.E.g.: Is a nice phone.-when you say what somebody does.

E.g.: Shes a lawyer.

Using the-when we talk about something weve already mentioned.E.g.: I saw an old man with a dog, and the dog was barking.-when theres only one of something.E.g.: The moon goes around the sun.-when its clear what youre referring to.E.g.: Im opening the door.

Use no articles.-when you are speaking in general.

E.g.: Women like to shop and spend money-with some nouns and after at/to/from.E.g.: You are coming from New York.-before meals, days, and months.E.g.: I never have breakfast on Sunday.

Focus on meaning:What does the target language mean? What is it used for (e.g. to describe apast habit)? How will you CONVEY AND CHECK the meaning of the target language and its uses?

(Please include all concept questions and draw any timelines etc. that you intend to use). Make sure

your target language is conveyed through a specific context.

An article is a word that combines with a noun to indicate the type of reference being made by

the noun.

Just to startIll convey meanings through bring a 2 pictures. One picture will have aperson ask another person in a room to bring me an apple(in a speech bubble).

And on the next picture both of the people and an apple will be in a room. This time

the person will say to the other person Bring me the apple (in a speech bubble).

To check meaning Ill ask in the first picture was the apple visible to the person?

(No) and in the 2ndpicture is the apple visible to the person? (Yes), How many

apples are there in this picture? (One) and then How many apples are there out-

side the room in this picture? (Many or a lot)

Focus of form:What is the breakdown of the formas it will appear on WB/HandoutArticle (no article) + noun

http://en.wikipedia.org/wiki/Wordhttp://en.wikipedia.org/wiki/Nounhttp://en.wikipedia.org/wiki/Nounhttp://en.wikipedia.org/wiki/Word

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Focus on pronunciation:Include any relevant word/sentence stress, contractions, intonation, weakforms, etc. with phonemic transcript of key parts.a, an and the are often used usually with a noun and are unstressed //,/n/, and //

Sentence stress(*) (*) (*) (*)I never have breakfast on Sunday

anevr hv brekfst n snde

Introducing Language: Which way of introducing language will you use?

Text and virtual based presentation, guided discovery.

Potential problems and solutions: Meaning

P1: Ss might fill out the blanks with more articles.

S1: Clarify with CCQ. E.g. Are you going to use anything other than these?(pointing

out to the article on BB) NO

P2: Students might circle both correct and incorrect answer or not circle anything at

all.

S2: Clarify with CCQ and E.g. How many correct answers are there?(one), and Are

you going to leave any of them without answering? No

P3: Students might discuss about the picture trying to use articles and focusing on

articles.

S3: Clarify with CCQ, and E.g on BB. I agree/I dont agree, I think..,In my

opinion.,for example, Are you going to get in groups and just talk if you agree

or disagree and then give your reason? Yes. And Do a demo with a student, before

grouping them and always get them to refer to the BB example.

Potential problems and solutions: Form

P1: Students might fill in all the blanks with some article, when it needs to be left

blank.

S1: Clarify using CCQ and E.g. Can we have some sentences withoutany article?

Yes

P2: Students might circle both correct and incorrect answer or not circle anything at

all.

S2: Clarify with CCQ and E.g. How many correct answers are there?(one), and Areyou going to leave any of them without answering? No

P3: Students might discuss by inter mixing a/an.

S3: During delayed error correcting go over vowels and elicit some of the sentences

like, I saw an owl, I so an old man with a dog.

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Potential problems and solutions: Pronunciation

P1 : Ss might pronounce chocolate as [choco] let .

S1: Highlight ch, oftklt and sound on the BB, model and drill

P2: ss might pronounce music as mu

S2: Highlight the word mjuzk and sound on BB, model and drill.