TP8/ Priorities/ Crossing the border
Intermediate (B1) level
Description
Materials
Main Aims

To provide clarification of causative verbs in the context of travelling through land borders or airports
Subsidiary Aims

To provide fluency speaking practice in a conversation in the context of tr
Procedure (3350 minutes)
T: Greets the students and asks them to look at the picture and asks * Where is this picture? * Describe what is happening? S: (In pairs) look at the picture and discuss the two questions. T: Asks for feedback
T: Introduces and gives the students the reading text that they read in the previous lesson along with HO1 and asks them to complete the four sentences with verbs from the text. S: (In pairs) complete the four sentences S: Check each others' answers T: Nominating Ss to read the sentences.
T: Projects the marker sentences and keeps them on the board for clarification.
T: Asks the students to look at HO1 and unfold it. T: Asks the students to read the sentences and ask the first three questions. S: (In groups of three) Circle the right answer S: Each group nominates one student to circle the answer on the board T: Asks the students to answer the second five questions. S: (In the same group) answer the rest of the questions S: Mingle and check their answers T: Goes over the five questions with the students. In case more meaning clarification needed teacher elicits examples from the students by asking questions like; * What your parents let you do when you were a teenager? * What they made you do when you were a teenager? T: Regroups the students and asks them to flip the HO1 over and work on the form. S: (In groups) work out the form of causative verbs. S: Groups check each other's work T: Provides the students with an answer key. T: Clarifies pronunciation and drills the marker sentences.
T: Shows the students HO2 and tells them that they should work in pairs to find and correct the mistake in each sentence. T: Asks ICQs like; * how many mistakes are there? * what are you going to do with these mistakes? S: (In pairs) Correct the mistakes. S: (In groups of four) Check each other's corrections T: Gives five markers to five different students to write the corrected sentences on the board T: Goes over the answers quickly and make error correction where needed.
T: (will only do this exercise if she has 20 minutes left after the controlled practice is done) T: Projects the following three situations on the board and asks them to write one sentence for each situation using the provided causative structure. 1. It was the first time she asked her mother to comb her hair she/never/have/ hair/comb/before 2. there was a bank robbery at the bank this morning the robbers/ make /the staff/ lie/ floor 3. the manager does not allow the employees to take a break. the manager /not let/ the employees/ take a break S: do the exercise in pairs T: Asks for a WCFB.
T: Tells the students that two of them will be the custom officers and the rest will be passengers with luggage in their hands. S: Act out a border or an airport scene where their luggage checked in S: (In two groups) discuss what happens in the scene by reporting what they were allowed, forced or persuaded to do and what the police officers have each other done for the passengers. T: monitors and takes notes T: Asks for feedback from the two groups and does some error correction on the WB.