LANGUAGE ANALYSIS for lesson planning

TARGET LANGUAGE: Expressions for speculation using suppose, suspect, certain,

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

Expressions for speculation:

Suppose: /spoz/
Suspect: sspkt/; *Not mistake with the noun /ss pkt/
Certain: /sr tn/
Impossible: /mps bl/
For suppose and suspect use s for third person.
For certain, use the verb to be.
For impossible, use its.
MEANING: (What does each piece of target language mean?

Suppose: to believe or assume as true; take for granted.

Suspect: to have some hint or foreknowledge of.
Certain: free from doubt.
Impossible: not possible; unable to be, exist, happen, etc.
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. Should we use certain when we are very sure about something or when we
are not sure?
2. Which one is more certain? Suppose or suspect?
3. If we have evidence that something happened, should we say its
impossible?
4. If something is not possible at all, which expression should we use?
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?)

These expressions are appropriate when speculating about events or information

received, it can be for events in the past, present or future, depending on the level
of certainty.
Challenge point: What is most challenging (F, M or U) and

why?

M and U: Because sometimes it can be a little subjective for some Ss to decide when to use
suppose or suspect, and also because there are many other expressions that can be used
for the same purpose.
List 3-5 potential and/or typical mistakes/challenges that ELLs might make/have
when learning this particular language point.
Not using s on verbs when using third person.
Not differentiating when to use the verb to be.
Getting confused on deciding if they should use That, which is optional

What are you going to do to help learners deal with these challenges?
Point out these issues even if they dont ask or show they have these errors,
sometimes Ss dont feel confident to ask questions. Use CCQ to make sure they are clear on
the clarifications.
FLUENT USE: List two potential real world activities / situations / contexts in which
the learner might use this kind of language:

1. Speculating about a friends trip or activity.

2. speculating about important events that are not resolved yet.
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- Identify certainty in a situation by observing a picture or objects and analyzing previous

information.
2- Fill in the blanks in a story.
3- Match expressions with their use.
4- Identify speculation in a text.
5- Speculate by observing clues/listening for details.
6- Ask probing questions to generate more information and speculate.
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!

Objects left when

leaving the house.

Objects taken when

leaving the house.

Additional
information:
Conversations,
behavior, etc.

*It may be a simplified/modified version of the diagrams.

TEXTS consulted to do this analysis:

http://dictionary.reference.com
World Pass-Upper-Intemediate, Susan Stempleski