To provide clarification of causatives in the context of house repair.
To provide gist and detailed reading practice using a letter about repairing a house.
Procedure (43-16 minutes)
I begin by telling a story about how my parents decided to move recently. They bought a house, and I show the students the picture of the house before and after it was fixed. In pairs, they discuss what my parents had to do to fix the broken house.
Students are given 3 minutes to read to answer the question: Was it a good idea to buy the house? ICQ: How many minutes? FB: Small amount of WC sharing.
Students read to answer concept checking questions about TL on a handout. They are given five minutes to read. ICQ: how many minutes? FB: Partner check then answer key.
In this stage, elicit the target language via the method mentioned on LA. After, elicit the form by asking the students about individual words. Finally, drill for pron paying special attention to stress on subject and object and connected speech between "had" and "the.'
Students are given a set of jumbled sentences on a worksheet. Students put the sentences in correct word order. FB: check with a partner, answer key
Students are each given two slips of paper. They are to think of something they had done lately, like getting a haircut, and to write the appropriate noun and V1 on a slip of paper. Then, students get up and say the appropriate sentences to find their owner. ICQ: What do you write? a noun and a verb. Can anyone else look at your paper? No. FB: monitoring and error correction
Students think of three things which they have had done lately. They do not write full sentences and they don't have to write anything at all. After being given about a minute to do this, they share with their partners. Partners are encouraged to ask why they had the thing done as in a natural conversation. ICQ: Do you write sentences? No. Do you think of the sentence or just the object? Object. FB: WC sharing, error correction