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    Griffin Fraser
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    This document provides a summary of a lesson plan targetting functional language chunks. It identifies 4 functional chunks - ways to express admiration, give opinions, state facts, and talk about possibilities. It outlines how the teacher will have students categorize example phrases using these chunks and check understanding with comprehension questions. Potential problems with students' understanding of meaning and form are identified, along with solutions. The pronunciation of the chunks is also described, with a potential problem being students' inability to hear stress on specific adverbs and a suggested solution of using stress markers and chorale repetition during teaching.

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    TLAS_GSF

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    This document provides a summary of a lesson plan targetting functional language chunks. It identifies 4 functional chunks - ways to express admiration, give opinions, state facts, and talk about possibilities. It outlines how the teacher will have students categorize example phrases using these chunks and check understanding with comprehension questions. Potential problems with students' understanding of meaning and form are identified, along with solutions. The pronunciation of the chunks is also described, with a potential problem being students' inability to hear stress on specific adverbs and a suggested solution of using stress markers and chorale repetition during teaching.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
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    2 views2 pages

    Tlas GSF

    Uploaded by

    Griffin Fraser
    This document provides a summary of a lesson plan targetting functional language chunks. It identifies 4 functional chunks - ways to express admiration, give opinions, state facts, and talk about possibilities. It outlines how the teacher will have students categorize example phrases using these chunks and check understanding with comprehension questions. Potential problems with students' understanding of meaning and form are identified, along with solutions. The pronunciation of the chunks is also described, with a potential problem being students' inability to hear stress on specific adverbs and a suggested solution of using stress markers and chorale repetition during teaching.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
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    of 2

    IH UNIVERSITY PROGRAMMES - CELTA

    TARGET LANGUAGE ANALYSIS SHEET

    CANDIDATE NAME: Griffin Fraser

    TP NUMBER: 5 LESSON TYPE: Speaking

    TARGET ITEM (e.g. Vocab, Marker Sentence, Functional chunk)

    I really admire the way he/she… - Functional chunk


    What I find particularly amazing/impressive is… - Functional chunk
    It’s incredible to think that… - Functional chunk
    …has completely changed our lives. - Functional chunk

    MEANING

    To show admiration for a particular person, to talk about general achievements.


    These can be used to 1. Give opinions, 2. State facts, 3. Show admiration, 4. Talk about possibilities.
    I will show these four categories and have students organize the phrases into each.

    MEANS TO CHECK UNDERSTANDING (eg CCQs, Timelines, synonyms, etc.)


    CCQs
    1. What are ways to express an opinion?
    2. State facts?
    3. Show admiration?
    4. Talk about possibilities?
    5. Which category does each phrase belong to? Why?

    POTENTIAL PROBLEMS & SOLUTIONS WITH MEANING

    Problem: Students have trouble placing the phrases into the correct categories of meaning.
    Solution: Explain that these phrases could be used in a variety of contexts and they may fit into more
    than one category. Ask students to come up with an example for the “Why” CCQ.
    FORM (Part of speech, or grammatical breakdown)

    “Really,” “completely,” “particularly” - adverbs for emphasis

    POTENTIAL PROBLEMS & SOLUTIONS WITH FORM

    Problem: Students place the adverb after the verb instead of before.
    Solution: Emphasize the stress that these words bring by coming right after the subject pronoun.

    PRONUNCIATION (IPA, Stress, linking, intonation)

    aɪ ˈrɪli ædˈmaɪr ðə weɪ hi/ʃi…
    wʌt aɪ faɪnd ˌpɑrˈtɪkjələrli əˈmeɪzɪŋ/ɪmˈprɛsɪv ɪz…
    ɪts ɪnˈkrɛdəbəl tu θɪŋk ðæt…
    …hæz kəmˈplitli ʧeɪnʤd ˈaʊər lɪvz. 

    POTENTIAL PROBLEMS & SOLUTIONS PRONUNCIATION

    Problem: Students cannot hear the stress on the adverbs “really,” “completely,” and “particularly.”
    Solution: Use stress markers to indicate rise in voice. Chorale repetition for those specific words.

    Sources and References

    tophonetics.com

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