Explaining reasons (functional language) w. phobias
To clarify and practice functional language for explaining reasons in the context of phobias and fears
To practice speaking functional language for explaining reasons in the context of phobias and fears
Procedure (35-50 minutes)
Ask the students what they learned about in the previous lesson. Ask them to debate in pairs about what they think the most common PHOBIA and FEAR is (they know the phobia already from the reading). Stop them after a minute, and then ask them to tell you the most common FEAR and PHOBIA. (they know the most common phobia from the reading -- fear of closed spaces, claustrophobia. elicit this). Then tell them the most common fear (public speaking). Who knew?
Tell the students we are going to return to the reading about fears and phobias from the previous lesson. Ask if they remember it. Project the text (x2) on the board. Tell them we're going to play a game. Count off one-two-one-two. NOW INSTRUCT. I am going to give you one phrase at a time. When I give you a phrase, one person at a time will try to underline it in the text. The first person to underline it wins for their team. The words will go from TOP to BOTTOM ICQ --- Number ones are who? Number twos are who? Now please stand in your groups, number ones over here, number twos over here. Now are the words in order? YES, from top to bottom. Good!
Instruct everyone to sit back down. Great! Good job everyone. Now we're going to look at this handout (chest the handout). Distribute HO1 with 4 sentences from the main reading with the 4 examples of the target language (the sentences they underlined). Include your CCQs for each question. Ask the students to discuss the questions with a partner. FB elicit the answers. Change slide to show the first sentence. Tell me about this sentence. Is this a complex sentence or a simple sentence? How can we write it to be simpler? Tell them to continue and finish the worksheet (which will include next a question asking them to rewrite each sentence in a different way so that the meaning is the same). FB elicit the answers, write them on the board. Continue with the clarification worksheet, which has a page for the grammar rules pertaining to the functional language. Get the students who finished early to write their answers/take a clause.
Hold up HO4 with Ex. 2. Instruct the learners that they are going to fill out this text with the words that we just learned. 3 minutes. Once they are finished, ask them, "What is Jenny afraid of?" FB -- fill in the blanks on the board. DRILL ----- repeat back the sentences. Shorten them as necessary!!!
FLASHCARD ACTIVITY Project the two images on the board. Ask the students, what is this? What is this? How did we get from watermelon to vampire? Point to the target lesson. Use the words from today. For example: In order to not become a vampire, we need to eat lots of watermelon. My mother always told me: Don't eat too much watermelon, otherwise you will become a vampire. So these are like crazy situations. Ok, once again, count 1-2, 1-2. INSTRUCT I'm going to give each group TWO sets of cards. You're going to take ONE card from EACH color and put them together. You'll need to write a sentence that connects one image to the other. Work as a group. Make them funny!