CELTA |2020

Grammar Analysis
Teacher Date TP #

Target Language Context

“I’m washing the dishes.” A dialogue between two friends at home. Tom: The
cat’s at the door. Joe: I’m washing the dishes. Tom:
Oh, OK. I’ll let her in.

Language Analysis
Meaning| What does the target language mean… in this context? See passed the literal.
Present Continuous/Progressive
An activity in progress at the time of speaking. The activity is of limited duration.

Checking meaning| How will you check meaning? CCQ, clines, Timelines etc.?

Timeline (timeline should be put here)

CCQs: Did Joe begin washing the dishes before now?

A long time before now?
Did he already finish washing all the dishes?
Will he continue to wash the dishes?
Form| Show the form of the structure.

Positive
subject+(a)m/(i)s/(a)re+V-ing
Question
am/is/are+subject+V-ing
Negative
subject+(a)m/(i)s/(a)re+not+V-ing
subject+isn’t/aren’t+V-ing
Students will work in pairs to fill in a partially completed form table. I will show a complete form table on the board
in feedback on this.

Pronunciation| Use the phonemic script and show stress, connected speech etc.

The phonemes /w/ and /ʃ/.

The stress on the verb as opposed to the –ing suffix.
The linking between contraction and verb.
Modelling and drilling using gestures to show stress.
Highlighting the written record of the sentence with phonemic script.
Marking the stress on the first syllable of “washing”.
CELTA |2020

Grammar Analysis
Anticipated Problems with…
Meaning:
Students will confuse Present Simple and Present
Continuous, perhaps because their L1 has no continuous
tenses.
Form:
Students may omit the auxiliary.
Students may use the wrong auxiliary.
Students may use the V1 form instead of V-ing.
Pronunciation:
Students may stress the –ing.
Students may have difficulties with /w/ and /ʃ/.
Solution
Describe a simple context that shows the difference in
meaning of “I wash the dishes”, e.g. it’s my job in the
restaurant where I work.
Use fingers to elicit missing word.
Elicit the correct match of the form of ‘be’ to the
subject.
Ask which verb form we use. Point to written record.
Use gesture to indicate stress and mark on written
record.
Make students listen to sounds and describe/show
mouth positions. Point to phonemic symbols.