Naima Naima

Infinitive of purpose
A2 Pre-Intermediate level

Description

In this lessons Ss will learn to use the infinitive to explain the reason or purpose of our actions in the context of "Bringing things to an island for specific reasons". Ss will be tested on their TL knowledge at the beginning of the lesson. Grammar rules will be explained afterwards and will be explained according to what Ss know and don't know. Ss will review vocabulary from previous units and lessons and will practice the TL with written exercises, pair work and group work.

Materials

Abc images for Context
Abc ex 1 grammar

Main Aims

  • To provide clarification and practice of infinitive of purpose (affermative form) in the context of things you need on a desert island and their purposes

Subsidiary Aims

  • To provide fluency speaking practice in a conversation and discussion in the context of things to bring on a desert island and their purposes.

Procedure

Warmer/Lead-in - Let's go to the desert island! (3-5 minutes) • To set lesson context "bringing things with a purpose on a desert island" and engage students in the topic activation their schemata.

What day is today? Republic day! I think we should not have our English lesson. Let's go to an island! What do you think? Show image of the island. Do you want to go? Ask the Ss questions to elicit "infinitive of purpose": Why do you want to go? If students say nothing... "maybe to relax?" what else?

Test #1 (5-7 minutes) • To gauge students' prior knowledge of the target language "Infinitive of purpose"

We will stay the whole day on the island. The boat leaves is 5 minutes. What will you bring with you? This is what I will bring. Show them the list of the things you will bring (images) Try to elicit infinitive of purpose: Why will I bring books? Why will I bring sunglasses? Ask them to make a list of the 5 things they will bring. Once done ask them to discuss in pairs why will they bring those objects. Monitor the students and listen on how they make the purpose sentence. If they use "to" or "why" or "because" Note down the most cases and mistakes.

Feedback (3-5 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

Write on the board some of the wrong sentences you heard. Ask Ss what's wrong with them and to fix them. This sentences are wrong. Can you correct them? If Ss have problems help them out giving clues.

Teach #1 (optional - If Ss have problems in understanding and correcting sentences during previous stage) (5-7 minutes) • To clarify TL form and meaning if needed

Use OHP (If it doesn't work write on board) the sentence will be: I use my MP3 player to listen to my favourite music. Ask Ss what are "use" and "listen" -> elicit verb/action Elicit from students what is the main clause and which the dependant. show them how first clause stays the same and second clause is transformed with "infinitive" There are two parts in the sentence.Two clauses. one action answering the question "what do you do?" and another action answering the question "why do you do it?". The second clause verb is changed into an infinitive to create a dependent clause. Write form on board (or show with OHP) Ask ICQ: Do you use it when the subjects are different? No Do you use it to express purpose? Yes Is it used only for things that you do? Yes Does the secondary clause depend from the first? Yes

Test #2 - controlled practice (5-7 minutes) • To check students' use of the target language again and compare with the first test

Show Ss the page with the exercise. On one column "what the person is doing" on the other column "why they are doing it". Ss have to transform the two sentences into one using the infinitive of purpose. Demo the first example on the whiteboard eliciting from the Ss. Monitor to check if they do it right or wrong. Once finished. Ask Ss to check with their peers. Give them answer key to correct the sentences.

Teach #2 - Optional (3-5 minutes) • To clarify areas of the target language where students had difficulty in the second test stage.

If Ss still have problems with TL do a review on the meaning, form and make more examples of sentences that the students can transform with infinitive of purpose. Write and show on whiteboard how you change the sentences. Ask Ss to make examples. ICQ on new examples: Which is the main verb? Which is the secondary clause? Does the firast clause change? No How do you tranform the second clause?

Test #3 - Optional (5-7 minutes) • To practice TL if you feel the Ss are still doing mistakes and need more clarification and practice.

The Ss will work in pairs. They will get a set of flashcards with a word written on top of it. One S will have pick up one card, not show it to the other and tell what are the purposes of the object (word on card). The other S will have to guess what word it's on the card. Give a demo to the students playing the game with one of them. On the card there is a word. Don't say the word out loud. The word is an object. Tell you partner what is the purpose of that object. Do you know what purpose means? Why do you need or use that object. ICQ: Do you work in group? No (in pairs) Do you say the word out loud? No Does your partner have to guess what's the word on the card? Yes Can you talk? Yes Do you have to say what's the purpose of the word on the card? Yes Give the Ss the cards and monitor. If the Ss still have problem with TL do a review session at the end of the activity taking some of the pictures as examples and eliciting infinitive of purpose from students.

Semi controlled practice (10-15 minutes) • To provide students with practice of the target language

The day is over. we had a lot of fun on the island. Now we need to go back home. But what happens? The boat that has to pick us up doesn't come. We have to stay on the island for one more month! You are not staying on the island just for one day but for a whole long month. In groups of four decide what you need to have on the island. Make a list of 10 things and use what we learned today to tell your friends why you want to bring that specific thing. Don't speak in Turkish please. ICQ: Will you work alone? No Will you make a list of 5 things? No How many? 10 Will you tell your partners why you need this things on the island? Yes Once finished two groups will merge and they will need to cut down from 10 items (2 lists of 5) to 5 items. Saying why they want to keep a certain thing and why remove another. On the whiteboard we will write the final items they have chosen. If there is time ask the Ss to work in pair deciding what item they want to remove to reach the target 5 items. If there is not enough time to write on the board or for PW. Ask each group what is the item the want the most and why. While Ss work, monitor them closely to pick up mistakes for delayed feedback.

Delayed feedback (3-5 minutes) • to correct Ss if they did grammar, meaning or vocabulary mistakes during the last practice.

Write on whiteboard the mistakes you heard during the speaking activity and ask Ss to correct it.

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