Meaning Form Pron

NAME: Catherine McFarlane WEEK: 1 2 3 4 DAY: 1 2 3 4 5 LENGTH: 60’

LEVEL: Low Intermediate DATE: TP # 3 5 6 7 8

APPROACHDiscrete Item Task Based Learning Functional/Situational Skills

If Discrete item…Situational Presentation Teaching from a text Teaching from examples Teaching from rules Test-Teach-Test

TOPIC/THEME: (e.g. Holidays, Regional Dishes, Health and Medicine...)A robbery; a range of other hypothetical situations in the past

AIMS: By the end of the lesson, students will have…Main Aim(s):been introduced to/revised and practised using could have, should have and would have + past participle to talk about hypothetical situations in the past.

Subsidiary Aim(s):Reading: practised reading for detailed information.Speaking: practised oral fluency during the last activity.

PERSONAL AIMS: What do you personally want to improve on in this lesson and why? Example: 1.give clearer instructions and check them, 2. reduce TTT, 3. improve my drilling techniques.

1. To improve my drilling techniques.

2. To improve my instructions and check that students understand these.

3. To improve my whiteboard organisation and clarity.

SOURCES OF MATERIALS: What course books, reference books, internet sites etc. did you use?

Own materials and photos.

LESSON PLAN, Assignments 2 & 4i -1- IH SEVILLA

The LANGUAGE ANALYSIS that you need to do in the following section relates to your LINGUISTIC AIM(S) i.e. the LANGUAGE COMPONENT of your lesson. As a rough guide:

In a discrete-item lesson, you need to analyse the M,F,P,A of the discrete item i.e. the language point In a TBL lesson, you need to analyse M,F,P,A of any topic-related lexis you intend to teach (Pre-task stage) and ‘useful

language/expressions’ (Planning stage). For ALL of the above, and skills lessons, you need to analyse any lexis that you intend to teach or that might cause problems of

M, F, P, A during your lesson.The idea is that this analysis will help you to predict problems the students may have and to plan solutions to these BEFORE the lesson in the next section of the lesson plan.

Assignment 2: LANGUAGE ANALYSISMEANING/USE State what the language component of your lesson is (see above) AND what it means/how it is used. Give an example(s). For LEXIS/USEFUL PHRASES, list the words/phrases you intend to teach and the key points of their meaning. See example.

FORM: State what the FORM of your language component is, showing a breakdown of the structure/phrase. Include negatives, question forms, contractions etc if necessary. Include parts of speech in your list of LEXIS. See example.

PRONUNCIATION: Indicate the key pronunciation features of your language component (word/sentence stress, weak forms, silent letters, key intonation patterns etc.). See example.

APPROPRIACY: indicate whether anything in your language component is colloquial, formal, informal, slang etc. See example.

EXAMPLE: DISCRETE ITEM: have to vs don’t have to

Meaning: I have to get up early every day. (it’s necessary/it’s an obligation for me.) I don’t have to wear a suit. (it’s not necessary; it’s optional)

Form: subject + have to + infinitive Subject + don’t have to + infinitive Question: Do you have to wear a suit? Short answer: Yes, I do./No, I don’t.

Pronunciation: before infinitives beginning with a consonant soundbefore infinitives beginning with a vowel sound

LEXIS/EXPRESSIONSto manage to do sth. Meaning: to do sth, but with difficulty/effortForm: manage to do sth = manage (v.reg) +’to’ infinitivePronunciation: /-ɪdʒ/

a suitMeaning: a matching jacket and trousers or skirtForm: noun (in this context)Pronunciation: /su:t/

WRITTEN RECORD: What written record will students get of key features of M,F,P,A of the language you are teaching?

Students will have copies of exercises with examples of the language. They will take notes when I help them with meaning. They will copy Form from the whiteboard.


Assignment 2: LANGUAGE ANALYSIS

MEANING: could have / should have / would have + past participle are all used to express hypothesis in the past. The following three examples will be used in the lesson:

e.g. You shouldn’t have taken your wallet with you = you took your wallet with you and I don’t think it was a good idea. Shouldn’t have here is used to criticise someone’s action in the past (by suggesting a better alternative) e.g. You could have carried just a little money in your pocket = you didn’t carry just a little money but it was possible to do this.

e.g. They would have taken your mobile if they had seen it = they didn’t see your mobile so they didn’t take it.

FORM: The form/structure is the same for all three:

Subject + modal verb + have + past participle ......................................................

You shouldn’t have taken your wallet with you.You could have carried just a little money in your pocket.They would have taken your mobile if they had seen it.

PRONUNCIATION

the ‘l’ in could / should / would is silent ‘have’ is pronounced as a weak form with a schwa /ə/ . The final ‘d’ of the modals links with have (or

the ‘t’ of ‘not’ in the negative); the ‘h’ is lost as below:

should_ave = /ˈʃʊdəv/could_ave = /ˈkʊdəv/would_ave = /ˈwʊdəv/

The main stresses in the examples are:- shouldn’t – taken – wallet- could – taken – little money- would – taken – mobile – if – seen

APPROPRIACY – nothing relevant


Assignment 2: LANGUAGE ANALYSIS (Cont.)


Assignment 2: PROBLEMS AND SOLUTIONSWhat problems of M,F,P,A might students have with the previously analysed language? List and explain these problems and include details of a solution immediately after each (please label them Problem 1, Solution 1 etc.)

MEANING: Please include full details of how you will convey meaning and check understanding in your solutions, including timelines, concept questions etc, as necessary. Alternatively, refer to the exercise/worksheet which does this. Example: Problem 1: Ss may think that ‘don’t have to’ means ‘obligation not to do sth’. Solution 1: In worksheet 1 Ex.1 Ss choose the correct meanings from several options. Problem 2: Ss may not know the meaning of a. To manage to do sth, b. To refuse to do sth, etc. Solution 2: Ss match these words to their definitions on Worksheet 1, Ex.2.

Problem 1. Ss might not realise that could have / should have / would have + pp refers to the past. Solution 1. Ask a Concept Checking Question (CCQ): Is this sentence speaking about the present, past or future?

Problem 2. Ss might get confused between hypothesis and reality in the examples e.g. You shouldn’t have taken your wallet with you (means you DID take your wallet); They would have taken your mobile if they’d seen it = they didn’t take your mobile – they didn’t see it.Solution 2: Ask CCQs to check students’ understanding:

You shouldn’t have taken your wallet with you. Did he take his wallet with him? Yes Did I think it was a good idea for him to take his wallet? No Am I giving him advice before or after he was robbed? After Can I change the situation? No

You could have carried just a little money in your pocket. Did he carry just a little money in his pocket? No Was it possible for him to carry just a little money? Yes Can I change the situation?

They would have taken your mobile if they’d seen it. Did they take his mobile? No Did they see his mobile? No Why didn’t they take his mobile? Because they didn’t see it. Can I change the situation? No

Solution 2. The second gap-fill exercise also tests students’ understanding.


FORM: Example: Problem 1: Ss may think the negative of ‘have to’ is ‘haven’t to’. Solution: ask Ss to find examples of negatives in text. Problem 2: Ss may not know ‘suit’ is both n + v. Solution: Give examples.

Problem 1. Ss may not notice the structure of the examples is the same i.e. subject + modal + have + past participle.Solution 1. Elicit the form of one example on the whiteboard. Ss then do the same with the other examples.

Problem 2. Ss may have problems with irregular past participles.Solution 2. Deal with these problems as they arise or in the final correction stage.

PRONUNCIATION: Consider: individual sounds, silent letters, unpronounced syllables, syllable stress, sentence stress and intonation patterns. Example: Problem 1: (a) Ss may pronounce the ‘v’ in ‘have’ as /v/ not /f/ (b) may mispronounce ‘suit’. Solution 1: drilling and phonemic script for (a) and (b).

Problem 1. Ss may not pronounce the modals + have naturally. (see analysis). They will overpronounce have and not link it to the previous modal.Solution 1. Drilling and phonemic script on whiteboard.

Problem 2. Ss may stress all words equally in the examples.Solution 2. Drill the main stresses separately e.g. shouldn’t – taken – wallet could – carried – little money would – taken – mobile - seen

APPROPRIACY: Example: Problem 1: Ss probably won’t know that ‘loads of’ in the text is an informal way to say ‘a lot of’. Solution 1: I have included this in a short glossary under the text.

No problems anticipated


OTHER ISSUES: Is there anything non-language related that you are worried about, for example with tasks or activities? Example: Problem 1: The tape in the book is badly organized. Solution 1: reorganize & read myself. Problem 2: the role play requires an even no. of Ss. Solution 2: Put Javier (weaker S) in group of 3.

Problem 1. Some Ss may know this language area well and others have no idea. Solution 1. Let stronger Ss help weaker ones. It will be useful revision for those that already have a good idea, anyway.


Assignment 4: POST-LESSON EVALUATION AIMS: Did you achieve your aims (fully/partially/not at all) and what evidence do you have?

Linguistic: (fully partially not at all )

Skills: (fully partially not at all )

Communicative: (fully partially not at all )

(DISCRETE-ITEM LESSON) ANTICIPATED PROBLEMS AND SOLUTIONS How clear were students on key issues of M,F,P,A? How accurate were your anticipated problems of M,F,P,A and OTHER? How successful were your solutions? What other problems did students have in these areas that you didn’t anticipate? (SKILLS LESSON) HOW SUCCESSFULLY DID YOU DEVELOP YOUR STUDENTS’ RECEPTIVE/PRODUCTIVE SKILLS?(TBL LESSON) HOW SUCCESSFULLY DID YOU MANAGE TO UPGRADE YOUR STUDENTS’ LINGUISTIC OUTPUT BETWEEN TASK AND REPORT STAGES?

SUMMARY: If you were to teach the same lesson again, what would you change?


WHAT DID YOU LEARN FROM TEACHING THIS LESSON?

PERSONAL AIMS: Did you improve/work on the personal aims you set before the lesson?

AREAS FOR FUTURE WORK: What areas do you think you need to work on in the future?

TUTOR’S COMMENTS:ASSIGNMENT 2 (BEFORE THE LESSON)

Tutor: ________________________

ASSIGNMENT 4 (AFTER THE LESSON)

Tutor: ____________________________

TO STANDARD RESUBMIT TO STANDARD RESUBMIT

NOT TO STANDARD NOT TO STANDARD


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Meaning Form Pron