Ebrahim Keighobadi Ebrahim Keighobadi

Teaching Practice 5
Upper-intermediate, B2 level


In this lesson, students will learn the causative have and get. They start by reading some statements about the things that people get done for them and decide how they would describe a person like that. They will move on to do some controlled and semi-controlled practice of the grammar.


Abc Google photo of a rich man
Abc Grammar test hand-out
Abc Unit six exercises
Abc Speaking handout
Abc Powerpoint slide
Abc Google photo of a house

Main Aims

  • To provide clarification and practice of causative language in the context of powerful people

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a discussion in the context of house chores


Warmer/Lead-in (2-3 minutes) • To set the context of the lesson and engage students

T shows the picture of a man in a suit and elicits a local name for him and writes it next to the picture. T tells students that this man has lots of money and power and asks SS to suggest ideas for the following questions: - Which part of the town does he live in? - Where do his children go to school? - Where does he buy his clothes? - What kind of car does he drive? - Where does he go on holiday? T writes their ideas on the board next to the man.

Exposure (4-6 minutes) • To provide context for the target language

T shows SS the man on page 68 and tells them he's the same man in the previous photo and asks SS to say what is happening in the picture. T gives SS the HO of the photo of the man and some of the things that he gets done, and gives them 1 minute to read through the sentences on their own and think about the questions that follow them. SS check their ideas in pairs. T gets FB from some of the pairs.

Test - controlled practice (3-5 minutes) • To diagnose students' knowledge of the target language and their ability to use it

T gives SS 6 sentences about other things that people do for the man and asks them to change the sentences so that they have the same meaning and are true about the man. T tells them it's OK if they can't do it. SS work individually and do the task. Then they compare their answers in pairs. T monitors them closely to see how well they are doing the test. T gets WC FB.

Teach (0-3 minutes) • To clarify weak/problematic areas of the target language

If SS could change the sentences in the previous task, teacher moves to the next stage. If they failed to do the test, T will ask some CCQs about the first sentence in exercise 2 to highlight the meaning. He has/gets his car washed. CCQs: Does he wash his car himself? No Does someone else do it for him? Yes Does he want them to do it for him? Yes Then T shows a slide about the rule and asks SS to complete the rule and choose the correct action for when to use it.

Controlled practice of the form of the TL (3-4 minutes) • To practice the form of the target language with other subjects and tenses

T gives SS the HO of exercise 4 from unit 6 exercises. SS rewrite the sentences, using have/get something done SS check their answers in pairs. T monitors SS and helps them if necessary. In FB, SS nominate each other to read the answers.

Semi-controlled practice of the target language (3-5 minutes) • To prepare SS for the free practice and accuracy activity

T directs SS attention to their answers in part 2. T gives them an example about himself to get them started. SS work in groups of 3 and discuss the questions in part 3. T monitors SS for their accurate use of the TL. In FB, T asks SS if they would like to have the same thing done as their partner.

Free practice (8-10 minutes) • To provide students with free practice of the target language and practice fluency

T shows SS a photo of different rooms of an empty house and tells them imagine this is your house and you want to have some things done to it to be able to live in it. T gives SS 1 minute to brainstorm their ideas. SS mingle and find someone who would like to have the same things done to the house. T monitors SS to collect some errors of common mistakes and do some delayed peer correction. In FB, T asks SS if they found someone with the same ideas. T admires SS who had correct use of the TL and does some peer error correction.

Free practice (4-6 minutes) • To broaden the context of the lesson and have more chance to speak fluently

T tells SS to imagine they were the mayor of their city and they had the money and power to have everything done. T asks SS to work in groups of 4 and tell each other what they would have done to the city. In FB, T asks SS if anyone in their group had any interesting idaes.

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