Grammar Analysis Sheet Name:M.H.M Hafeel Date12.05.11..

Lesson #TP3
Complete 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 sure
its 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 a

past 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 start Ill convey meanings through bring a 2 pictures. One picture will have a person 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 2nd picture is the apple visible to the person? (Yes), How many apples are there in this picture? (One) and then How many apples are there outside the room in this picture? (Many or a lot) Focus of form: What is the breakdown of the formas it will appear on WB/Handout
Article (no article) + noun

Focus on pronunciation: Include any relevant word/sentence stress, contractions, intonation, weak
forms, 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

a nevr 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 without any 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 Are you 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.

Potential problems and solutions: Pronunciation P1 : Ss might pronounce chocolate as [choco] let . S1: Highlight ch, of tklt 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.