LANGUAGE ANALYSIS for lesson planning

TARGET LANGUAGE:

LANDMARK

Aspects of FORM that are important to consider (both written and spoken):
LANDMARK - land-mahrk
MEANING: (What does each piece of target language mean?
LANDMARK a a prominent or conspicuous object on land that serves as a guide,especially to shi
ps at sea or to travelers on a road; a distinguishinglandscape feature marking a site
or location.
before 1000; Middle English; Old English landmearc.
List at least 4

comprehension checking questions

(yes/no, either/or, example,

short answer, then definition if possible!) for the meaning of this language point:
1. Can a house be a landmark?
2. Is the malecon a landmark? Or is it malecon center?
3. Is use as a reference to find a place or a person, like a cinema, bank, club, etc.
4. Can we use a tree as a landmark?

USE (When is this appropriate or not appropriate? Compare it to language that has
a similar meaning. When do we choose to use this form? Why?)
It is appropriate to use when we are trying to find a person or a location. Its use is
very limited, and it can be both formal and informal .
Challenge point : What is most challenging (F, M or U) and

why?

I believe that students may encounter an issue with its meaning. The word is
somewhat familiar, however they may translate it and get confused.
List 3-5 potential and/or typical mistakes/challenges that ELLs might make/have
when learning this particular language point.
1. Students might not use the word properly.
2. Students might not understand its meaning.
3. Students might have issues when trying to determine what can be consider
as a landmark.
What are you going to do to help learners deal with these challenges?
- I will provide visual examples of landmarks.
- Students will practice its use in the classroom.
FLUENT USE: List two potential real world activities / situations / contexts in which
the learner might use this kind of language:
1. Students can talk about they might think a landmark is and provide names of
potential ones.
2. Students will practice giving directions by including the target language in the
classroom.

TASK DESIGN: List 6 practice activities that go from controlled to free practice Include
both form and meaning (use if applicable) that could help the learner internalize this
language.

1. Students will have different cutouts and will have to determine in groups
which ones are landmarks and which arent.
2. Students will practice giving directions by using landmarks in the classroom.
3. Students will have an open discussion about the different landmarks in the
city.

VISUALS: Drawing/diagram/chart of two different ways to present the form and/or meaning
of the language point on the board or on posters. (Feel free to do this on another sheet of
paper and attach it here!

TEXTS consulted to do this analysis:

Dictionary and the web.