Language Analysis
Muhammad Iqbal
Assignment 2
1. Mr. and Mrs. Smith didn't join us for
dinner because they had eaten.
2. I'll be in a meeting at 4:00 pm.
3. The children stopped to read the
notice. vs. the children stopped
reading the notice.
4. My boss is always complaining.
5. I took up jogging when I was in
school.
1
Mr. and Mrs. Smith didn't join us for dinner because they had eaten.
1. SETTING A CONTEXT 2. ILLUSTRATING MEANING
. ILLUSTRATING MEANING 2
1. SETTING A CONTEXT
Target Language
Elicit the time and then which
action was performed first and
which second. Then ask the
reason why they didnt eat with
us. Meaning will be further
explained by saying that when
two actions are performed in the
past, the action that take place
first is expressed in Past Perfect
Tense and the subsequent action
is expressed in simple past tense.
Introduce situation in which
two things happened one after
the other in the past e.g.
Narrate what happened in the
party at our home a few days
back. Mr. and Mrs. Smith came
to visit us. The dinner was
ready. We asked them to join
us, but they didnt. They told
that they had already eaten.
Past simple tense
(Nagetive)
Past perfect Tense
(Positive)
2. CHECKING MEANING DURING A PRESENTATION 1: Concept checking question.
Target Language
Question to check meaning (CCQs)
Mr. and Mrs. Smith didn't join us for
dinner because they had eaten.
Did Mr. and Mrs. Smith eat with us? (No)
Did they refuse to have dinner with us? (Yes)
Why? (They had already eaten)
3. CHECKING MEANING DURING A PRESENTATION 2: Timelines.
Target Language
Timeline
Mr. and Mrs. Smith didnt join us for dinner
because they had eaten.
Mr. and Mrs. Smith didnt join us for dinner because they had eaten.
4. FOCUS ON PRONUNCIATION
Target Language
Highlight the pronunciation
Anticipated problems
Past simple( Negative)
didnt join
/ d dnt d n/ Ss may use past form of the verb
after didnt.
The students in KSA, who are
influence with Egyptian accent
may pronoun /d / sound ln |oln
us /g/.
Past Perfect (Positive)
had eaten
/ hd l tn/
Ss may not use the contracted
form of had not as / hd l tn/
Stress and intonation:
Mr. and Mr. Smith /th/ didnt join us for dinner/er/ because they had
eaten.
SS in KSA may not be able to
say Mr. properly because they
have a problem with /t/
sound.
5. FOCUS ON FORM
Target Language
Highlight the from
Anticipated problems
Past Simple (Nagative) S+did not+base form of the
verb (V-1)
S+didnt+ base of the verb
(V-1)
Using past verb after didnt
Solution: Referring back to
the form.
Past Perfect Subject+had+Past
Participle(V-3)
Subject+d+part participle
(V-3)
y Irregular past
participle
Solution: Show the
difference between
regular and irregular
verbs
y Using only simple
past tense instead of
past perfect.
Solution: Explaining that
two cause and effect
clauses in the past one
in simple past and other
in past perfect.
2
I'll be in a meeting at 4:00 pm.
1. SETTING A CONTEXT 2. ILLUSTRATING MEANING
2. ILLUSTRATING MEANING
1. SETTING A CONTEXT
Target Language
Model one sentence to extract
similar sentences from the
students. Eliciting future time.
Then writing different times like
at 8.00 am, 5.00 p.m. on the WB
to extract similar sentences to
express future simple. Also by
choral and individual drilling e.g.
Personalizing the SS to imagine
where they will be at this time
tomorrow or today at some
particular time.
Simple Future Tense
T: Where will you be tomorrow
at 5.00 p.m.?
S: Ill be at home.
Show that meeting is being
used as noun just as home
with at.
2. CHECKING MEANING DURING A PRESENTATION 1: Concept checking question.
Target Language
Question to check meaning (CCQs)
I'll be in a meeting at 4:00 pm
Am I in the meeting now? (No)
Am I talking about the past? (No)
Do you know the time of my meeting? (Yes)
Am I talking about the coming time? (Yes)
3. CHECKING MEANING DURING A PRESENTATION 2: Timelines.
Target Language
Timeline
at 4:00 pm. I'll be in a meeting
4. FOCUS ON PRONUNCIATION
Target Language
Highlight the
pronunciation
Anticipated
problems
Simple Future
I will be contracted as
Ill / u l/
Students may pronounce it
as I will or / l/
Solutlon: modellng, chorul
und lndlvlduul drllllng.
Meeting
Meeting
/ ml t /
Student may stress the
second part of the word
ting
Solution: As above.
Stress and intonation:
/ .m. /p 4.00 p /at/ at meeting be in a Ill
y Students may not
use the contracted
from of I will.
y May not use weak
form of /at/
y Confuse /p/ with /b/
Solution: Modeling, choral
and individual drilling.
5. FOCUS ON FORM
Target Language
Highlight the from
Anticipated
problems
Simple Future
(positive)
S+will+be+Prep+ gerund
S+ll+be+prep+gerund
A noun in the form of
present participle is
gerund(V+ing)
y Students may over
generalize the
preposition in
y They may confuse
meeting with
present participle
3
The children stopped to read the notice. Vs. The Children stopped reading the notice.
1. SETTING A CONTEXT 2. ILLUSTRATING MEANING
2. ILLUSTRATING
MEANING
1. SETTING A CONTEXT
Target
Language
A notice will be put on the WB.
One student will be asked to
read it. In the meantime, he will
be asked, stop. The meaning
will be extracted from the
students. What he did? He
stopped to read. Then I will go
out and re-enter the classroom
with looking at the notice.
Eliciting what I did. I did not read
the notice meaning that I was
not interested it. I have given up
reading that notice. In the past
we say, I stopped reading the
notice.
Notice reading - realia Simple past with
infinitive vs present
participle
2. CHECKING MEANING DURING A PRESENTATION 1: Concept checking question.
Target Language
Question to check meaning (CCQs)
Stopped to read.
Stopped reading.
Did someone ask the children not to read?
(yes)
Are they reading now? (No)
Will they read the notice again? (probably)
Do the Children read the notice no more?
(Yes)
Are they interested in the notice?( Probably
not)
Will they go without reading the notice?
(Yes)
3. CHECKING MEANING DURING A PRESENTATION 2: Timeline
Target Language
Timeline
Simple past with infinitive
Simple past with gerund
The children stopped to read the notice
The children stopped reading notice.
4. FOCUS ON PRONUNCIATION
Target Language
Highlight the
pronunciation
Anticipated
problems
Past simple
The last sound is /t/ in
regular verbs like stopped,
dropped, flopped, stopped.
To read will be /ta/ read.
Student may pronounce it
/id/
Solution: modeling,
individual and choral drilling
Students may pronounce it
/ tu /
Solution: modeling and
drilling.
May confuse /p/ with /b/
Solution: again drilling.
5. FOCUS ON FORM
Target
Language
Highlight the from
Anticipated problems
Past Simple with
infinitive
The children stopped to read the notice.
S+Past form of the verb+infinitive
Students may use infinitive
without to.
Solution: Modeling and drilling
Two verbs are linked with to
Past Simple with
Present participle
The children stopped reading the notice.
S+Past form of the verb+Present participle
Student may not use present
participle
Solution: Modelling and
drilling
4
My boss is always complaining.
1. SETTING A CONTEXT 2. ILLUSTRATING MEANING
2. ILLUSTRATING
MEANING
1. SETTING A CONTEXT
Target
Language
Ill act as if I were annoyed with
my boss because he is never
happy with me. He is not
satisfied with me. Try to elicit
the word complain and then ask
what I what my boss does. Elicit
the sentence that Hes
complaining.
If it is his habit and he complains
all the time, how would we
change the sentence. Elicit the
adv. Always.
Mime showing annoyance with
my boss.
Present Continue with
frequency adverb
3. CHECKING MEANING DURING A PRESENTATION 1: Concept checking question.
Target Language
Question to check meaning (CCQs)
My boss is always complaining.
1. Does he complain sometimes. (No)
2. Is this his habit? (Yes)
3. Does he complain all the time? (yes)
3. CHECKING MEANING DURING A PRESENTATION 2: Timelines.
Target Language
Timeline
Present Continuous
With frequency adv.
My boss is always complaining.
4. FOCUS ON PRONUNCIATION
Target Language
Highlight the
pronunciation
Anticipated problems
Present continuous with a
frequency adv.
The last /s/ in always is
pronounced as /z/.
It /p/ in complaining
Students confuse the
sounds /s/and /z/ and
/p/ and /b/
Solution: modeling and
drilling.
My boss is always
complaining.
Stress and intonation
My boss is always complaining.
Almost the same
as above.
5. FOCUS ON FORM
Target Language
Highlight the from
Anticipated problems
Present continuous with
always
S+be+adv+present participle
(V+ing)
Students may displace
always.
Solution: modeling and
drilling
5
I took up jogging when I was in school.
1. SETTING A CONTEXT 2. ILLUSTRATING MEANING
2. ILLUSTRATING
MEANING
1. SETTING A CONTEXT
Target
Language
Asking students when they
started studying. Eliciting in
school. Eliciting another word
from then giving clues. Finally
driving them home that take up
means start. Asking how can
they use it in the past. Eliciting
took up. Modeling one
When did you start studying?
Personalizing or schema
Past Simple
sentence and then choral and
individual drilling. I took up
studying at school. I took up
playing football when I was in
school. Tell the students that
probably what you started in the
past still continues. Took up is a
phrasal verb
2. CHECKING MEANING DURING A PRESENTATION 1: Concept checking question.
Target Language
Question to check meaning (CCQs)
Simple past (implying that the action still
continues)
Did I start jogging now? (No)
Did I start jogging in the past? (yes)
Am I jogging now? (probably)
3. CHECKING MEANING DURING A PRESENTATION 2: Timelines.
Target
Language
Timeline
Past Simple with
phrasal verb
Simple Past
I took up jogging when I was in school.
4. FOCUS ON PRONUNCIATION
Target Language
Highlight the
pronunciation
Anticipated
problems
Past Simple The sound of took is /t k
p/
The students may pronounce
it with a long vowel.
Solution: modeling and
drilling.
Stress and intonation.
I took up jogging when I was in school.
Student may confuse / d /
und /g/ sounds.
Solutlon: modellng und
drllllng.
5. FOCUS ON FORM
Target Language
Highlight the from
Anticipated
problems
Past Simple with phrasal
verb
S+Past form of the base
verb+prep (Phrasal Verb)
Past form of irregular verbs
may be confusing.
Solution: Follow up task for
practice.
