How to Look At Language From Students‘ Point of View

TARGET LANGUAGE SENTENCES

1. I’m meeting Dave for lunch on Sunday. (elementary) - GRAMMAR
2. He shouldn’t have insulted the policeman (upper-intermediate) -GRAMMAR
3. He takes after his mother. (Intermediate) - VOCABULARY
4. I´ll have the salmon, please? (elementary) - FUNCTION

GRAMMAR

Target statement: I’m meeting Dave for lunch on Sunday. (elementary)

a) Meaning

Analysis

1. We use 'I’m meeting' to talk about a plan that is already decided for the future.
2. In this sentence, it means I have a plan to meet Dave, and the plan is for lunch on Sunday.

Anticipated problems

1. SS might think it refers to ”meet” is happening right now.
2. SS may use it for future events which have not been planned.（I’m watching movie next month.）

b) Pronunciation

Analysis

1. -ing sound /ɪŋ/
2. stress would normally fall on verb+-ing
3. only keep one /m/ sound

Anticipated problems

1. Ss might say /n/ instead of /ɪŋ/（meetin）
2. Ss might give equal stress to I’m and meeting

c) Form

Analysis

1. affirmative: subj. + be + verb (action verb) + -ing +…+
2. negative: subj. + be not+ verb (action verb) + -ing...
3. question: be + subj. + verb (action verb)+- ing +…

Anticipated problems

1. SS may omit the auxiliary verb 'be.'
2. SS may use the simple present tense to express a future plan instead of using the present continuous tense.

d) Providing a context/conveying meaning

Share a plan with students. This Sunday is my birthday, and there is a wonderful restaurant that only opens until 15:00, so my boyfriend Dave and I have decided to have lunch there. So “ I’m ..(pause to let students complete the sentence) Dave for lunch on Sunday.”

e) Checking Understanding:

When is my birthday? In the past or future? (Future) Has the lunch plan been scheduled? (Yes) Will the lunch take place on Sunday? (Yes)

f) Reference:

Blass, L., Iannuzzi, S., Reppen, R., & Savage, A. (2012). Grammar and beyond level 3 student's book (Vol. 3). Cambridge University Press.

University of Victoria. (n.d.). Expressing the future. University of Victoria Continuing Studies. https://continuingstudies.uvic.ca/elc/studyzone/410/grammar/410-expressing-the-future

GRAMMAR

Target statement: He shouldn’t have insulted the policeman (upper-intermediate)

a) Meaning

Analysis

1. 'Shouldn’t have' is used to talk about something that happened in the past and was wrong or a bad decision.
2. In this sentence, it means that insulting the policeman was not the right thing

Anticipated problems

1. SS might think it refers to something happening in the present
2. SS may think the action can still be changed

b) Pronunciation

Analysis

1. Stress on shouldn’t and insulted
2. Weak form：weak for of have /əv/
3. Linking of shouldn’t + have /’ ʃʊdntəv/
4. Intonation: Falling at the end

Anticipated problems

1. SS might say / hæv / instead of / əv /
2. SS might give equal stress to shouldn’t + have and don’t link

c) Form

Analysis

1. subj. + should + not + have + past participle +…

Anticipated problems

1. SS may think insulted is past tense instead of past participle.
2. SS may omit have. (He shouldn’t insult the policeman)

d) Providing a context/conveying meaning

Tell a story to students. This a story from my friend Tony. While he was driving to the airport, he was stopped by a policeman for a routine check. He cooperated and showed the officer his ID. However, as he was approaching the airport, he realized that his ID was missing. He immediately assumed that the policeman had forgotten to return it, so he became frustrated and insulted the officer, accusing him of being careless in his job.

But just as he was about to drive back to confront the policeman, he found his ID under the passenger seat. What would you say to him？You ... insulted the policemen.（Elicit the target language, and if students cannot answer, provide it.）

e) Checking Understanding:

When did this happen? in the past or future? （Past）

Did he insult the policemen？ （Yes）

Is insulting the policeman a good idea？ （No）

Could anyone change what happened？（No）

f) Reference:

Blass, L., Iannuzzi, S., Reppen, R., & Savage, A. (2012). Grammar and beyond level 3 student's book (Vol. 3). Cambridge University Press.

VOCABULARY

Target statement: He takes after his mother. (Intermediate)

a) Meaning

Analysis:

1. 'Takes after' means to look like or behave like an older family member.
2. In this sentence, it means he looks or acts like his mother.

Anticipated Problems:

1. SS may interpret "take after" as "follow" or "imitate" .
2. SS may focus only on physical resemblance and miss the behavioral or personality similarities
3. SS might confuse it with "take care of" or "look after."

b) Pronunciation

Analysis:

1. /teɪks ˈɑːftər/
2. stress on after (take After)
3. linking of takes + after
4. Third-person singular “s” is pronounced voiceless sound /s/

Anticipated Problems:

1. SS may pronounce "takes" as /teɪkɪs/.
2. SS might give equal stress to both "takes" and "after."
3. SS might not link "takes" and "after" smoothly.

c) Form

Analysis:

1. take after (phrasal verb - regular)
2. takes – third-person singular present simple
3. take after + somebody (object)

Anticipated Problems:

1. SS might incorrectly structure the phrase, saying "He takes his mother after."
2. SS may use things or places as objects, like "He takes after the city."

d) Providing a context/conveying meaning

Introduce the vocabulary "takes after" by showing a short video of a child and their mother who either look or behave similarly. In the video, the child and mother share similar physical traits, like the same smile and eye color, and they also display similar behaviors, such as laughing the same way. After the video, point out these similarities and say, “He ... his mother.” （Elicit the target language, and if students cannot answer, provide it.）

e) Checking understanding

Whom is the boy similar to? （His mother）

Do the similarities include behavior, appearance, or both? （Both）

Can you take after a stranger？（No）

f) References

Longman Dictionary of Contemporary English. (n.d.). Take after. In LDOCE online. Retrieved September 29, 2024, from https://www.ldoceonline.com/dictionary/take-after

FUNCTIONAL LANGUAGE

Target statement: I´ll have the salmon, please? (elementary)

a) Meaning

Analysis

1. 'Will' is used to ask for something politely and when you decide to do something while you are talking.
2. In this sentence, it means the person is choosing the salmon at that moment while ordering, and saying 'please' makes the request more polite.

Anticipated Problems

1. SS may assume that "will" is only used to express the future tense, overlooking that it can also be used for decisions made at the time of speaking.

b) Pronunciation

Analysis

1. primary stress on salmon and second stress on please
2. Use weak form of have /əv/ and the /ðə/
3. "I will" contracted to "I’ll" (/aɪl/).
4. Link "I'll" and "have" to form /aɪl əv/.
5. The pitch of the voice falls at the end of the sentence.

Anticipated Problems

1. SS may give equal stress all the words in sentence
2. SS might not link "I'll" and "have"
3. SS may sound the sentence in rising intonation because of the question mark.

c) Form

Analysis

1. Subj.+ will + verb（infinitive）+…，please?
2. In informal speaking and writing, use the contraction 'll after pronouns and question words.

Anticipated Problems

1. SS may change verb’s form when subject or tense changes（She will has the salmon，please）
2. SS use “be going to” instead of “will”
3. SS may use ‘ll in formal writing.

d) Providing a context/conveying meaning

Tell students that you are dining at a restaurant. The waiter walks over with a smile and asks for your order:（Teacher pretend to be the waiter）Waiter: Good evening! Are you ready to order? You're not sure what to eat, so you glance at the menu, decide on the salmon, and then you say…: I'll have the salmon, please. (pause to elicit the target language)

e) Checking Understanding:

Did you make this decision before or while ordering? （While ordering）

Are you asking a question or making a request? （Making a request）

Which word show your politeness in your request？ （please）

f) Reference:

Blass, L., Iannuzzi, S., Reppen, R., & Savage, A. (2012). Grammar and beyond level 3 student's book (Vol. 3). Cambridge University Press.

Parrot, M. (2010). Grammar for English language teachers. Cambridge University Press.

Roach, P. (2011). English phonetics and phonology: A practical course (4th ed.). Cambridge University Press.