Eda ulku Eda ulku

Pre-int level


In this lesson the students will get familiar with the usage of imperative mood.


Abc google visuals

Main Aims

  • To provide clarification and practice of imperatives in the context of travelling

Subsidiary Aims

  • To provide fluency speaking practice in a using imperatives in the context of travel


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

The T starts the lesson without speaking. After she takes the attention on herself she shows the A4 card , written 'Sımon Says...' then she changes the paper which says 'Stand Up' then 'Sıt Down' then she directs Ss to walk in the class and find the 'tourist' When Ss find 'the tourist' She shows the card 'Sit Down' and 'Say Hi to Eda Teacher' This is how the sts become involved in a brief quest following the instructions .After She greets the Ss , she asks Ss if they like travelling.

Presentation Meaning (8-10 minutes) • To present the meaning of TL

The T shows the picture of the tourist and introduces him to the class. Tell Ss that he is Jack who came to visit Vancouver. T tells Ss that Jack speaks very little English and he got lost. She shows some signs ex. Turn left/ right sign Stop sign Don't Swim sign . Then T tells Ss that Jack wants some fun . She asks Ss to make suggestions. Ex: what places to visit, what food and drinks to try etc (the models are provided on the WB). They can use the text about Vancouver from the previous lesson. If time it can be conducted in pairs.

Presentation Form (2-4 minutes) • To draw students' attention to the form of target language

The Sts get introduced to the affirmative and negative forms of the Imperative Mood. The T asks CCQs and gets the Sts to correct the mistakes in the sentences written on the WB. Then the Sts are supposed to find and underline all the imperatives in the text about Vancouver. This is followed by peer-checking and brief WCFB (the answers will be represented on the WB).

Presentation - Pronunciation (6-8 minutes) • To clarify the pronunciation of the target language

The Sts listen to the track 2.66 from the course book (Global English Beginners) and repeat the phrases. Then the T asks the Sts to say the sentences in a bossy tone. The Sts indicate where the stress is. After that they are asked to say the phrases in a friendly tone and indicate the difference in intonation. The T asks which way sounds better. The answer is obviously the last, 'friendly' way. The T points out that the first way is not polite when it comes to giving recomendations and must be avoided.

Controlled Practice (7-8 minutes) • To concept check and prepare students for more meaningful practice

The Sts are given HO and asked to find the right answers. This is followed by the peer-check and the WCFB (answers on the WB).

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

Ss are directed to a pelmanism game. They are asked to match imperatives with the appropriate ending in order to make suggestions about things to do in Sydney

Freer Practice (8-10 minutes) • To provide students with free practice of the target language

Ss are asked to role play One of the Ss acts like a tourist and the other one gives him suggestions about What to do in that city.

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