Aws Gheny Aws Gheny

Mystery, verbs followed by infinitive
Intermediate level

Description

T will start by creating an interest through a lead in with Sherlock Holmes investigating mysteries, then Ss will be exposed to TL through a reading text about a mystery case. The Ss are given a task to underline the TL to help highlight the TL, which will then lead to the clarification stage (verbs followed by infinitive). Next is the CP and finally, Ss will have FP investigating a mystery case in groups.

Materials

Main Aims

  • To provide clarification and practice of verbs followed by infinitive in the context of mysteries. By the end of the lesson, learners will have better understanding of the verbs followed by infinitive and will have had practice using those verbs through a speaking FP

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of mystery
  • To provide scan reading practice using a text about the return of Martin Guerre in the context of mystery

Procedure

Lead In (3-5 minutes) • Grab Ss attention and generate interest

T show a movie poster from the Sherlock Holmes movie, Ask Ss: - Who watched this movie? - Who is main character? - What does he do? T creates some suspense by saying we will be doing our own investigation later.

Exposure/Highlight (10-12 minutes) • To expose the Ss to TL and highlight it

T give Ss reading text and ask them to scan the text and underline the TL plus two words after it. Ss will have 2 minutes to read individually. T asks ICQs: Are you reading with a partner? What will you underline? Ss will check in pairs for 1 minute. T ask Ss to go back to the text and perform two things: underline the TL, find 3 things in common among the TL.

Clarification (7-10 minutes) • To clarify the TL MFP

T elicit that those words are: all verbs, all in the simple past form, and all followed by infinitive T elicit and ask CCQs: Is manage here the same as manage a business?[no] If I refuse, that means I said ... ?[no] If I seemed fine, does that mean I am actually fine?[no] T elicit examples about the simple present form of the TL. T mark TL + infinitive on WB. T drills the TL chorally and individually

Practice 1 (10-12 minutes) • To provide practice on using the TL

CP: gap fill T give gap fill HO, and instruct Ss to work in pairs. Ask ICQs: Are you filing the blank using your own words? Are you working alone? Ss have 2 minutes for this task. Ss check in thier groups. Ss check with other groups. WCFB by eliciting the right answer.

Practice 2 (10-12 minutes) • To provide freer oral practice and use the language productively

FP: investigation Divide Ss into 2 or 4 groups A(s) and B(s) Give each 2 groups 1 mystery, A is investigating and B has the answer. Instruct Ss that there is a mystery and they are going to solve it, team A is investigating and team B is giving clues by answering questions. Instruct Ss in group A to ask questions to group B, group B can only answer with: yes, sort of, not really, no. Tell Ss in Group A that after every 5 questions, they will discuss and try to solve the mystery. If there is enough time, switch roles between As and Bs and give them different mystery

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