LANGUAGE ANALYSIS for lesson planning

TARGET LANGUAGE:

UNDERPASS

Aspects of FORM that are important to consider (both written and spoken):
UNDERPASS - uhn-der-pas, -pahs]
MEANING: (What does each piece of target language mean?
UNDERPASS a passage running underneath, especially a passage for pedestrians or
vehicles, or both, crossing under a railroad, road, etc.
1904, American English, from under + pass (n.).
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 you run under an underpass?

2. Is an underpass a tunnel?
3. Do we cross the underpass on a bicycle or a boat?
4. Does an underpass have an exit or is it a dead end?
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 very important to use this word when we are talking about giving directions. It
is important to understand that if we separate underpass (under pass), it will have
another meaning.
Challenge point : What is most challenging (F, M or U) and

why?

I believe that the most challenging part of the word is going to be the form. Students
might separate the word into two, thus resulting in its change of meaning.
List 3-5 potential and/or typical mistakes/challenges that ELLs might make/have
when learning this particular language point.
1. Students might separate the words into two.
2. Students might confuse underpass with a tunnel.
3. Students may have doubts on its use.
What are you going to do to help learners deal with these challenges?
- I will provide visual examples.
- I will use real life examples.
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 the times when they have used an underpass.
2. Students can discuss on whether or not overpass are necessary and where.

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 to point
possible.
2. Students will
3. Students will

have many cutouts of underpass, tunnels, bridges, ect. They will

out the different underpass. They will collect as many as
make a list of all the ways they can cross an underpass.
talk about whether underpass are efficient or not.

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.