Teaching language: meaning, pronunciation and form
Read the following blog post and complete the task at the end:
During this course you’ll learn how to introduce the target language most of the time in this order:
meaning, pronunciation and form (M/P/F). To teach language, a certain sequence should be used: a.
convey the meaning b. check students’ understanding c. highlight the pronunciation d. highlight the
form
Analyzing language (i.e., vocabulary and grammar) is an important part of planning any lesson to
ensure any relevant questions asked by students will be answered accordingly. It is also useful for
anticipating problems and suggesting effective solutions to aspects of the target language. To do
language analysis, you should: a. write the bit of language and the part of speech b. write its
meaning c. describe how you would convey meaning d. write your concept-checking questions.
Here are some general tips to help with M/P/F:
▪ For conveying the meaning of a bit grammar, you should think about putting the target
language in a context. For a word or phrase, think about how ‘concrete’ the word is – you
might be able to just show a picture of it, draw it, mime it, etc. It might not be as complicated
as you think.
▪ To check understanding of a grammar point, timelines might be useful (especially with
tenses). Also, use concept checking questions (CCQs). It’s worth getting in the habit of using
these as you need them often when you’re teaching. Don’t worry, I’m still bad at thinking of
them on the spot, and I’ve been teaching for 5 years! This means you will need to write your
CCQs as a part of your planning.
▪ ‘highlighting the form’ might include giving collocations – words that commonly go alongside
the target language. E.g., if you were teaching the word ‘promise’, it might be relevant to
teach ‘break a promise’ and ‘keep a promise.’
▪ Features of pronunciation which might be worth teaching include contractions (I am = I’m)
and weak forms, among other things.
▪ Whichever target language you are required to analyze, the level of the students should be
considered very carefully. Make sure you’re not complicating things by using complex
language, grade your language appropriately.
▪ You might have to mention ‘appropriacy’ when you teach a language item. This means
whether it is ok to use the item in certain contexts (e.g., formal/informal situations).
Here is an example of how to analyze one bit of grammar and one vocabulary item:
Example grammar answer (elementary):
Target structure: he’s been to Japan. (Which is clearly in the present perfect simple tense which is the
target language of the lesson.)
a) Convey the meaning
“I chose to convey the meaning through a situation, which makes the situation a clear “context” to
deliver the meaning of the target language”
This is my favorite actor, George Clooney. He just arrived at LAX Airport from a vacation in Japan. Tell
me about his holiday… [I will wait for someone to say ‘He’s been to Japan.’ If no one says it, I will].
b) Checking meaning by asking concept-checking questions (CCQs) and their expected answers:
Did he go to Japan? Yes
Is he there now? No
Do we know the day? No
I will draw this timeline on the board:
(use timelines to aid explanation, showing that the event happened in the recent past)
c) Pronunciation
Drill the marker sentence:
– Model x2-3,
- Choral repetition x2-3
- Small groups x2-3
- Individual repetition 3/4 students at random.
- Use a gesture (exploding fist, pounding fist…) to highlight sentence stress and other gestures for
linking, contractions, etc.
d) Form (Written on the board)
Present Perfect
He has been to Japan.
Subject + has/have + past participle...
Example vocabulary answer (elementary):
Target word: library
a) Convey meaning
Display the pictures above. Elicit if possible, or model the word.
b) Checking understanding questions (CCQs) “These questions are to be asked to the students”
Can I read at a ‘library? Yes
Can I buy books at a ‘library’? No
Can I take books home from a ‘library’? Yes
Forever? No
c) Pronunciation The stress is on the first syllable.
– Model x2-3,
- Choral repetition x2-3
- Small groups x2-3
- Individual repetition 3/4 students at random.
d) Form: Library is a noun. It is countable (‘library’ becomes ‘libraries’). ‘Library book’ is a common
collocation.
This blog post was adapted from:
https://eltplanning.com/2015/05/12/celta-tip-language-analysis-assignment/
Your turn: using the table below, do language analysis (elementary):
Vocabulary (follow the example):
Lexis Dictionary definition How I would Concept-checking questions (and
convey meaning students’ expected answers)
● A building in which collections I will use pictures of Can I read at a ‘library? (Yes)
library (n) of books, newspapers, etc. and the inside and Can I buy books at a ‘library’? (No)
sometimes films and recorded outside of the Can I take books home from a ‘library’?
music are kept for people to Library of (Yes)
read, study or borrow. Alexandria. Forever? (No)
affordable
surgeon
Grammar:
Bit of language Meaning Concept-checking questions (and students’
expected answers)
● ● He went to Japan. Did he go to Japan? (Y)
He’s been to Japan. He is not there now. Is he there now? (N)
We don’t know the day. Do we know the day? (N)
● ● ●
I went to the bank yesterday.
