To provide clarification and practice of imperatives in the context of health
To provide fluency and accuracy speaking practice in a conversation in the context of health
Procedure (40-56 minutes)
I will show a picture of me and my father. I will start with an anecdote about my father. ''Last year, my father had a heart attack. He stayed in hospital for 6 days. Then, he got better and came back to home. But, his doctor gave him a to do list. And in that list, there are 8 things that very important for my father, 8 orders. Order? Is it something to eat? or to do? What do you think they are?
In their previous lesson, their teacher will give them a handout. I will make them find 8 orders reading through the text. My marker sentences are two of them. I will give them a paper and ask them to write the orders they have found on this paper.When they read me, I will write them on the white board. Instruction: Carina gave you a written text. Do you still have it? Read it quickly; find and underline the orders. Then write them on this to do list please.
''Stop smoking. Don't eat a lot of salt.'' are marker sentences. I will write them on the board and underline the words : ''stop'' and '' don't eat''. Which sentence is positive? (1) Which sentence is negative? (2) If somebody says ''do'' or ''don't do'',is it request or not? (not) To give an order we use imperative form. An imperative is a sentence that gives a command,order. Now look at your sentences on the list. Tell me one positive and one negative imperative? How do we form a negative imperative? How do we form a positive imperative? Tell me. I will elicit and write the form on the board. I will highlight that we ONLY USE BASE FORM OF THE VERB. I will give another example and ask students for some more examples.
I will give the students a handout on which there are 15 statements. They will choose the correct one. There are 5 correct sentences. Instruction: Look at this worksheet. There are 15 sentences. Choose the 5 correct sentences individually. Then, check with your partners. While they are checking, I will write the answers on the board. Then we will have another handout. There are 5 sentences. This time, they will make correction on the incorrect sentences. They will work in pairs and I will write the answers on the board.
I will group the students as A and B. Student A will have a handout, student B will have another handout. They will both have 7 sentences on the handout. Student A will transform the sentences into imperative. Student B will transform the sentences into negative imperative. When they finish,they will check with their partners.
I will hang 10 sentences around the wall. And group the students. I will distribute colorful papers to the students. Instruction:The people who has got the same color, come together and make a group. They will have a race. Each time one student from each group will stand up and go to read the sentence. They will read. When they are back, they should tell an imperative sentence to their friends. And their friends will write it on the list. They will sit down and another student will go to read. they will start from the first sentence, then go to 2,3,4,...10 At the end of the lesson, I will read the main statement and ask for their imperatives for each statement.
I will re-group the students as Blue and Green. I will draw 2 pictures and ask students to write 5 tip for the people on the board. One of them wants a healthier life,another one wants a happier life. Group Blue will write for a happier life;Group Green will write for a healthier life. Instructions: Let's write 5 sentences for these people. Tell them what to do.