What goes into language analysis?
The language we analyse will come from a context (not the other way round) so that is where we always start from.
All the features of the “target language” - the meaning, the form and the pronunciation, and appropriacy if analyzing lexis – in the chosen context must be analysed to its finest relevant detail on your lesson plan.
Find out about MFP by using a dictionary, Basic English Usage (M.Swan) and/or other grammar books or coursebooks to help you. Most course books have useful grammar pages at the back of the book.
What problems might the students have when using the language? If you know what typical problems there are with language items you can plan how to teach the TL more effectively.
For example, if you are teaching a class how to give tips to foreign visitors (context) and some of the tips include the modal auxiliary verb ‘should’ as in “you should see the Colosseum”, there are a couple of typical mistakes learners make: (1) they put ‘to’ after should and before the verb; (2) they pronounce ‘should’ incorrectly (including the /l/ instead of skipping it) and over pronouncing the /d/ as there is a consonant afterwards – whereas if there’s a vowel the /d/ is clearly pronounced and linked to the vowel, as in “you should ask…”).
By knowing about these possible problems, you can work out some ‘solutions’ i.e. what to do to stop learners from making these mistakes.
See GRAMMAR to revise your knowledge
See LEXIS to revise your knowledge