Language Analysis – Grammar
Language-based lessons (form, concept, phonology) This page is ONLY for language focused lessons (i.e. grammar or functional language). Vocabulary focus should go on a
separate sheet.
T TARGET LANGUAGE What is the language point?
A
R
(expressing agreement, disagreement,
G
E etc.)
Passive Voice
T MODEL SENTENCES What are the model sentences you will use to teach the language point?
L I agree
A
I agree, but…
Can be served with or without milk.
N
G I couldn’t agree more
U I see your point, but…
A I see what you mean…
G CONTEXT
E What context will you use to elicit the language from sts? Be specific and
include the context and eliciting question
(e.g. The students will do a role-play
of two people having a chat about
sports in a café. This will (hopefully)
generate some of the phrases above...)
M CONCEPT Concept:
E
A
N
(We use functional exponents for
I agreeing and disagreeing to show our
N opinions and compare them to others.
G We also use them to make our
agreement/disagreement (mostly
disagreement) more formal-sounding,
or stronger/weaker.
CHECKING TECHNIQUES
Concept Checking Questions for all model sentences (include answers)
Formal/Polite/Neutral phrases:
Agreeing __________________________Disagreeing
I couldn’t agree more. I agree, but...
I agree. I see your point, but...
I see what you mean. I see what you mean, but...
With all due respect, ...
Informal phrases:
Agreeing _________________________Disagreeing
Yes, totally. Rubbish.
Right? Are you insane?
OK, sure, but....
Concept Checking Questions (include answers)
CCQs (answers will vary for each phrase, according to
chart above)
Do I agree or disagree?
A lot or a little?
Would you say this to your best friend?
Would you say this to the Queen?
F FORM ANALYSIS Show how you will break down the form in the lesson
O Standalone phrases:
R
M
I agree.
I couldn’t agree more.
I see what you mean.
Rubbish.
Are you insane?
Yes, totally.
Right?
Phrase + full clause (subj + verb)
I agree, but...
I see your point, but...
I see what you mean, but...
With all due respect, ...
OK, sure, but...
P PHONOLOGY Mark any relevant phonetic elements to your TL [connected speech, intonation,
R
O Falling intonation for full phrases of sentence stress, etc.]
N agreement.
U
N
C
I couldn’t agree more.
I
A
T * exception: intonation rises for “Right?”
I
How will you highlight this in the lesson?
O Slightly rising intonation at the end of the
N first clause for polite disagreement:
I see your point, but...
How will you highlight this in the lesson?
Mark on the whiteboard.
Drill with gestures
Language Analysis – Grammar
MEANING PROBLEMS What problems might your Ss
Problem: Students may struggle with the
have with the meaning of your TL? (Problem)
fact that many of the polite disagreements How will you handle this in the lesson (Solution)
sound like agreements (i.e. I agree, but...) [More than one problem is acceptable]
Solution: Use CCQs to highlight that the
speaker doesn’t actually agree, but is just
being polite. Elicit that the use of “but”
usually implies a contrasting statement to
follow.
Problem: Students may not always use the
appropriate register for each situation.
Solution: The chart and CCQs should help
with this. As the role-play activity includes
a wide variety of relationships
(parent/child, husband/wife,
president/journalist, etc.), I will listen for
errors or
register and highlight these in feedback.
FORM PROBLEMS What problems might your Ss have with the form of your TL? (Problem)
Problem: Ss may try to add “but” after
“With all due respect” How will you handle this in the lesson (Solution)
Solution: Highlight this in form [More than one problem is acceptable]
clarification, and error correction
Problem: Ss may say “I am agree”, as this
is a common fossilized error.
Solution: Error correction
PHONOLOGY PROBLEMS What problems might your Ss have with the pronunciation of your TL?
Problem: Students may have trouble (Problem)
hearing and producing polite intonation, How will you handle this in the lesson (Solution)
especially in the phrases of polite [More than one problem is acceptable]
disagreement.
Solution: Exaggerate the politeness in
drilling. Also, drill just before the speaking
activity and listen for this to address in
error correction.
Problem: Students may use incorrect
intonation on “Right?” to make it sound
declarative.
Solution: Highlight intonation on the WB
and drill.
WHITEBOARD PLAN
Please draw below what your whiteboard will look like at the end of your
language clarification stage. (drawing by hand is fine)
REFERENCE MATERIALS USED
Murphy, R. Intermediate Grammar in Use Cambridge 2010
