In order to teach a specific item of language, for example a tense or a lexical set, it is essential that you, as the teacher, “know” this item thoroughly which is why on a CELTA course you are asked to include a language analysis on the lesson plan. What does this include and what do you need to consider? Here, in this third post in the series on lesson planning, we have the answers to these and other questions all about language analysis.
Believe me, there is nothing worse than to be teaching something and not be prepared for questions your students throw at you about that specific piece of language, especially when you are being assessed! Being throughly prepared gives you extra confidence in the classroom, which in turn gives you an aura of knowing what you are doing! This is where the language analysis comes in- it prepares you to teach a specific area of language; even if you think you know what a word means, have you thought about the difficulties your learners might have with it?
All centres have a slightly different lesson planning form that you are asked to fill in when planning a lesson on your CELTA course but most include the same components:
So if we were going to look at a concrete example, let’s assume we need to analyse the language item “wardrobe” the language analysis section of the lesson plan might look something like this:
Item: There is a wardrobe in the corner of the room.
Meaning: A piece of furniture, usually made of wood, for keeping clothes. Usually in the bedroom.
Form: Countable noun, regular plural
Phonology: /ˈwɔːdrəʊb/
Anticipated Problems for Meaning: Students may confuse a wardrobe with a cupboard.
Solution: Use ccqs to check understanding of the difference. Use visuals to clarify what is in a wardrobe vs what might be in a cupboard
