LANGUAGE ANALYSIS for lesson planning

TARGET LANGUAGE: (phrasal verbs)

catch on, think about, come up with and get ahead

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

Come up with km pwith

Get Ahead git -hed
Think about \thik\ \-bauu t\
Catch on \kach, kech\ \on, n\
MEANING: (What does each piece of target language mean?

To
To
To
To
List at least 4

catch on become popular.

think about to consider or have in ones mind
come up with to create, to invent, to imagine
get ahead be successful.

comprehension checking questions

(yes/no, either/or, example,

short answer, then definition if possible!) for the meaning of this language point:

1. Do people come up with new ideas?

2. If I come up with a story, did I create the story or did I copy
it?
3. Tell me a good idea you or someone came up with
4. Can you explain what come up with means?
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?)

Formal and informal use. Students can use it to describe trends,

their thoughts, their goals and the steps they are taking to reach
their goals.
Challenge point : What is most challenging (F, M or U) and

why?

Getting students to use the phrasal verbs to ask their peers

about their plans to be successful in life.
List 3-5 potential and/or typical mistakes/challenges that ELLs might make/have
when learning this particular language point.

1 not remembering the meaning

2 forgetting to use correct particle or preposition with each verb.
3 Use of mingle activity to reinforce proper use of phrasal verbs.
What are you going to do to help learners deal with these challenges?

Provide flash cards with phrasal verbs in the past along with their
meaning and preposition for them to match

FLUENT USE: List two potential real

world activities / situations / contexts in

which the learner might use this kind of language:

1. to describe ideas, stories or activities that they came up

with
2. to describe what steps they are taking to get ahead
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 Matching the phrasal verbs to the preposition.

2 Matching the phrasal verbs to their meaning.
3 Matching phrasal verbs to a picture describing its meaning.
4 Asking Ss to come up with a question to ask another student.
(pair share)
5 Asking Ss to come up with a sentence about each phrasal verb
(pair share)
6 Asking students to have a conversation using all four TL words
to find out their peers plans or things they are doing to be
successful.
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!
See Lesson 3 Materials attached on Edmodo.
TEXTS consulted to do this analysis:

www.m-w.com (online dictionary) and World Pass Book Susan Stempleski.