Christopher Sanders Christopher Sanders

Causatives TBL
Upper-Intermediate level


In this lessons, students will participate in a role-play task to make a proposal for solving the bear problem in a community. These proposals will be refined later with the target language. Some reading, self-directed research, and practice will also be incorporated.


No materials added to this plan yet.

Main Aims

  • By the end of the lesson, students will have been exposed to causatives and had chances to practice using them.

Subsidiary Aims

  • Throughout the lesson, students will have chances to practice their group discussion skills as well as a brief opportunity to present ideas to the class.
  • Students will have a chance to practice reading for gist and scanning skills with a authentic-style news article to prepare for group discussion.


Warmer/Lead-in (8-10 minutes) • To set lesson context and engage students

Teacher asks Ss to discuss a couple of questions about animals and hunting. * What do you know about hunting? Have you ever been hunting? * Should hunting be legal in your country? Why or why not?

Exposure (5-7 minutes) • To provide a model of the task and highlight useful words and phrases

Teacher will elicit any vocabulary that the students didn't use in their warm-up questions. Any other words that they need will be provided.

Pre-task Reading (10-12 minutes) • To provide context for the target language through a text

Students will read an authentic-style news article about bear-human interactions in a Colorado community. This will give Ss background information that they need for the task. After, students will discuss the article and then answer some comprehension questions together.

Task (25-30 minutes) • To provide an opportunity to practice target productive skills

Ss are divided into groups and allowed to choose 1 of 4 jobs (park ranger, environmentalist, biologist, hunter). They will then discuss the problem of bears in a community in Colorado. The group will make a proposal for how to solve the problem. After completing the proposals, the students will present their proposals to the class.

Planning (6-8 minutes) • To provide an opportunity to plan students' reports

After finishing discussions, Ss will prepare their proposals.

Language Analysis (8-10 minutes) • To clarify the meaning, form and pronunciation of the task language

The target language - causatives - will be explored.

Language Practice (10-13 minutes) • To provide students with practice of the task language

Ss will complete some transformations of causatives. Then, they'll do some more semi-controlled practice. Ss will check their answers with their partners. An answer key will be provided after.

Revise Proposal (15-18 minutes) • To provide students a chance to use target language in free practice

Ss will return to their groups and revise their proposals using the target language. Their final proposals will be written up and submitted for the teacher to evaluate and return them later.

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