Kate TP 1b_01.06.17
To introduce students to What clauses and have them practice within the context of collecting
Listening for gist and detail in the context of collecting
Procedure (33-45 minutes)
T will bring a bag filled with different things, such as coins, spoons, coloured pencils, magnets, maps, shots, etc. T will ask Ss to group the objects. Then T will ask Ss how they can name these groups of things. T will elicit the answer - collection/collecting.
T will stick the pictures of the objects onto WB, hand out the papers with the names of these objects and have Ss match the names with the pictures. I will split Ss in 2 groups and have them guess the names of these objects. Then T check their suggestions.
T will split Ss in 3 groups and ask a question to them about the picture-matching: what are the most interesting things to collect among the presented objects and why? Then they share their opinion with the whole class.
T will have Ss answer the question: Do you (or have you ever) collect anything?
T will have Ss listen to five people talking about their collections. The pictures of collected objects are on WB, Ss should match 5 speakers with one of the pictures. Ss do this activity in pairs, then check whole class.
T will give handouts to Ss with 8 questions. Ss will work individually, they will listen to the dialogues again and match each speaker with the given questions. Then T will have Ss check their answers in pairs and then check the whole class.
T will write a question on the board: Who are more often collectors, men or women? Why? Ss will work in 3 groups. Then T will have Ss share their ideas.
T will ask a question to Ss: What things would you like to collect? Ss will give different answers, T will write them on WB. Then T will write on WB: I would REALLY like to collect dog's badges. T will highlight words 'what' and 'really'. T will write a sentence: What I would like to collect IS dog's badges. T will explain MPF of What-clauses: Meaning: emphasize the importance of information. CCQ: - Do I care about this thing? – Yes - If we remove the information after What-clause, will the whole sentence be meaningful? – No - Do I really want this thing? - Yes - Is this a question? - No - Can we shorten the phrase? - Yes, What I'd like to collect IS dog's badges. T will explain the form of What-clauses using different colours: What + subject + main verb + BE + object part. (+) What I'd like to collect is dog’s figures T will practice stresses in What-clauses (backchaining and drilling).
T will hand out the tapescrips of the listening and have Ss find 5 examples of What-clauses. Ss will work in pairs, then share their answers with another pairs. Then T will ask for correct answers.
T will hand out the grammar exercise to Ss and ask them to rewrite the sentences beginning with What. Ss will work individually, then check in pairs, then T check the whole class.
Ss will work in pairs. T will ask Ss to talk to their partner about things that they like, dislike, or want using What-clauses. Then they share their ideas with the whole class.
T will give handouts to Ss about "What I love about..." and ask them to discuss things in pairs.