LANGUAGE ANALYSIS for lesson planning

TARGET LANGUAGE: Brush

Aspects of FORM that are important to consider (both written and spoken):
brush /br/ noun / verb
MEANING: (What does each piece of target language mean? brush
n
1. a device made of bristles, hairs, wires, etc, set into a firm back or handle: used to
apply paint, clean or polish surfaces, groom the hair, etc
2. the act or an instance of brushing
3. a light stroke made in passing; graze
4. a brief encounter or contact, esp an unfriendly one; skirmish
5. the bushy tail of a fox, often kept as a trophy after a hunt, or of certain breeds of dog
6. an electric conductor, esp one made of carbon, that conveys current between
stationary and rotating parts of a generator, motor, etc
vb
1. (transitive) to clean, polish, scrub, paint, etc, with a brush
2. (transitive) to apply or remove with a brush or brushing movement
3. (transitive) to touch lightly and briefly
4. (intransitive) to move so as to graze or touch something lightly
List at least 4 comprehension checking questions (yes/no, either/or, example, short answer,
then definition if possible!) for the meaning of this language point:
1. Is brush a verb we use at any time in the day?
2. Can I use brush with men and women?
3. What time do you brush your teeth?
4. What else can you brush besides your teeth?

USE (When is this appropriate or not appropriate? Compare it to language that has a
similar meaning. When do we choose to use this form? Why?)
It is appropriate to use brush as a verb to clean our teeth and as the object to clean them. However,
we need to make a difference between brush, clean, and wash, which are used in different context.
Challenge point: What is most challenging (F, M or U) and why?
I think the most challenging aspect with this word is the use. Students tend to confuse the
meaning with the verbs clean and wash because they try translating to their mother tongue. Besides,
the fact that the word is used as verb and noun can be a little troublesome for them.
List 3-5 potential and/or typical mistakes/challenges that ELLs might make/have when
learning this particular language point.
1. I brash my teeth. (change of vowel)
2. I wash my teeth. (Wash instead of brush)


What are you going to do to help learners deal with these challenges?
Mimic the action.
Have them say and mimic the action.
Provide repetition practice.
Give examples
FLUENT USE: List two potential real world activities / situations / contexts in which the learner
might use this kind of language:
1. People giving their daily routine.
2.People giving everyday actions.
TASK DESIGN: List 6 practice activities that go from controlled to free practice Include both form
and meaning (use if applicable) that could help the learner internalize this language.
1. Show spelling of the word.
2. Say my daily routine and mimic the actions.
3. Show pictures and students match the action.
4. Ss write their everyday actions.
5. Ss say their daily routine.
6. Ss ask others about their daily routines.

VISUALS: Drawing/diagram/chart of two different ways to present the form and/or meaning of the
language point on the board or on posters. (Feel free to do this on another sheet of paper and attach
it here! TEXTS consulted to do this analysis: