LANGUAGE ANALYSIS for lesson planning

TARGET LANGUAGE: Simple Present (Third person singular)

Aspects of FORM that are important to consider (both written and spoken):

Adding the -s or -es to the verb.
Pronunciation of the s endings.

MEANING: (What does each piece of target language mean?

The suffixes s or es do not change the meaning of the verb but they show the doer
of the action (conjugation). However, some verbs are going to be used in the
activities. These verbs have already been introduced in previous sessions: like,
dislike, live, cook, go, sleep, study.

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. Do we add s when the subject is we?
2. Do we add s when the subject is she?
3. When do we add s to the verb?
4. How do we pronounce the s ending?

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?)
We use the Simple Present to talk about an activity that is part of a routine.
When we use the third person singular (he/she/it) we have to add s or es to the base
form of the verb.

Challenge point: What is most challenging (F, M or U) and why?
The most challenging points are remembering to use the s or es for the third
person as well as the third person pronunciation.

List 3-5 potential and/or typical mistakes/challenges that ELLs might make/have
when learning this particular language point.
Sts might forget to use the s on the verb.
Sts might mispronounce the ending of the verbs.
Sts might use the s with the wrong subject.
Sts might not be able to use the correct pronoun.

What are you going to do to help learners deal with these challenges?
I will include a section on the pronunciation of the s and es suffixes.
I will provide examples of sentences with both nouns and pronouns in order to
help them.
I will provide practice for them to remember to use the s or es.

FLUENT USE: List two potential real world activities / situations / contexts in which the
learner might use this kind of language:
1. When they speak about their daily routine.
2. When they speak about a person they admire.


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.

Use popsicle sticks to recognize sentence patterns.
Use body language to clarify sentence structure.
Fill in the blanks with the correct form of the verb.
Look at a picture and describe what a person does.
Talk about what a family member does.
Speak about a famous person and different activities that person performs.

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:

VERB I HE/SHE/IT
sleep I sleep in the bedroom. He sleeps in the bedroom.
cook I cook in the morning. He cooks in the morning.
like I like to read. She likes to read.
go I go to work by car. She goes to work by car.


He
She + Verb + s
It