Turan Yagublu Turan Yagublu

Teaching Practice 7b - How practical are you?
Upper Intermediate level

Description

In this lesson, students will be introduced to some vocabulary about household jobs, then learn how to use this vocabulary to practice the grammar rules applied for practical language expressions such as "have/get something done", "get someone to do something" and "do something yourself."

Materials

Abc Mingle Activity handouts
Abc Word-Picture Matching Activity Handouts
Abc Exterior speakers
Abc Projector
Abc Computer
Abc Face2face Upper Intermediate Student's Book CD 3
Abc Handouts from Face2face Upper Intermediate Student's Book p. 80 & 81

Main Aims

  • To provide clarification and practice of passive causatives (have/get something done) and causative get (get someone to do something) in the context of household jobs

Subsidiary Aims

  • To provide practice of house repairment and equipment terms in the context of practicability in household jobs

Procedure

1. Warmer (5-5 minutes) • To set the context

1. Show SS pictures of houses and rooms that need repairing. Elicit the words house and jobs. 2. Show SS sheets containing pictures with words like "a light bulb" and "a battery". Instruct them to work in pairs and match the words with the pictures. They need to write the words under each picture. Show a brief demonstration. Hand in the sheets to the SS. Give them 3 minutes. 3. Show SS some more pictures on the board (projected). For ex: a picture of a broken window. Ask "What's the problem?" A student says “The window is broken.” I ask “So what do we need to do?” Elicit the sentence “Replace a window” or “Fix the window.” I show a picture of a lighting equipment with a broken bulb. I ask “What’s the problem?” The student answers “The bulb is broken.” I ask “So what do we need to do?” Elicit “Change the bulb.”

2. Exercise 1 - Which word/phrase doesn't go with the verb? (7-8 minutes) • Vocabulary

1. Individual activity. Show SS a copy of Ex. 1. Tell them to circle the words on the right, that DON’T match with the verbs on the left. ICQ them. Give them 2 minutes. Hand in the sheets. Project the exercise on the board. Monitor and take notes of common difficulties. 2. After they finish, tell them to check their answers in pairs. While they do that, circle the answers on the board. 3. Check the answers with the class. Ask if they agree with the answers. Briefly go over the answers, with emphasis on the most unanswered questions noted during monitoring. 4. Vocabulary 1. Elicit the meanings of the word “bulb (= light bulb)”. 2. Highlight that “leak” is also a verb (Oh no! The roof is leaking! We are all going to get wet!). 3. Tell SS that singular of shelves is shelf. Like wolves is wolf and knives if knife. 4. Make sure SS understand the difference between “put something up” ( = put on the wall or build) and “put something in” ( = install in your home). Elicit “We buy shelves for our house  put up or put in shelves?” (put up) “We buy new lighting for our house  put up or put in new lighting?” (put in) 5. Elicit the synonyms of the word “fix” (= repair = mend) by showing with gestures the act of fixing something. Then ask for examples. If they can’t give, give it yourself: “I’ve just fixed/repaired/mended the roof.” 6. Point out the meaning of DIY. It means Do It Yourself (without buying something or paying somebody to do something). Give example: “My wife is very good at DIY.” 7. Elicit the meaning of dry cleaner’s from SS. (Dry cleaner’s is the place where you take your clothes to be dry-cleaned) Indicate the verb and adjective forms; “to dry-clean” (verb), “dry-cleaned” (adj.) 8. Point out that “service” is both a noun and a verb. For ex: When did your car last have a service?” 9. Drill the words: (particular attention to *s). Elicit spelling, elicit stress and elicit if it’s a noun, verb or adj. Bulb Leak Shelves* Put up Put in Fix Repair DIY Dry cleaner’s Dry clean Service Burglar* Alarm* Duvet*

3. Listening 1 (8-8 minutes) • To check comprehension

1. Project the photo of Charlotte, Rick, Jason and Pam on the board. 2. Elicit the word “practical” (good at repairing or making things) from SS. Give them examples. “Turan cannot cook, wash dirty clothes and clean the house. He always gets his mother to do these. So Turan is not …..” (practical) Another example, “Umit can change the light bulb, cut wood and fix the roof. He can do everything himself. Umit is very …..” (practical) 3. Focus SS on the people in the photos and the list of things they can do. 4. Tell SS that you’re going to play a recording. By showing the exercise on your hand, ask them to circle the things each person can do on the right side of their names, and to write next to their name if they’re very practical, quite practical, not very practical or not at all practical. ICQ them. How many things are you going to do? (2 things) What are they? (To circle the things each person can do and write how practical they are) 5. Ask SS if they’re ready. Then play the recording. SS listen and do the exercise on their own. Project the exercise on the board. 6. After SS finish, ask them to check their answers with their partners. While they do that, circle the answers on the board. Ask SS to check their answers once more. 7. Instruct SS to do part b. Ask them to work in pairs and write next to each sentence who said it. SS work with their partners and do part b – write next to each sentence the name of the person who said it. Give them 2 minutes. 8. Play the recording again. Students listen and check their answers. In the meantime, you write the answers on the board (projection). Write J, C, P, R next to each sentence. Ask SS to check their answers one last time.

4. Exercise 4 - Meanings and Grammar (8-9 minutes) • Clarification

1. Show SS a copy of Exercise 4a. Ask them to look at the sentences a-d from the last exercise (3b - Listening text) and match them with the meanings 1-3 on this exercise. Give them 2 minutes. Monitor carefully, take notes. Project the exercise on the board. 2. Ask SS to check their answers with their partners. While they do that, invite a strong student (who has finished early) to come and write the answers on the board. 3. Instruct SS to do part b of the exercise. Show them the handout. Tell them to look at the sentences a-c in 3b again and fill in the blanks with past participle or infinitive with to. Give them 1 minute. Ask a student to come to the board and write the answers. Ask why he thinks so. Ask other students if they agree with these answers. Ask the student to explain the answers. 4. Do language clarfication based on SS' performance. Open PPP, go over the four sentences. Ask CCQs. Elicit answers and grammar rules from the SS.

5. Drilling (Exercise 5) (3-4 minutes) • Pronunciation

Tell SS that you are going to play a recording. In the recording they are going to hear sentences from previous listening exercise. Ask SS to repeat each sentence after they hear it. Open the Recording's page from Teacher's Book. Ask if the SS are ready. Start the recording. Monitor. Make sure they put the stress on the right syllables.

6. Mingle Activity (10-15 minutes) • Production

1. Show SS a copy of the sheet to be handed in. Instruct them to use the verbs and nouns on the left to make up questions in the form of have/get something done, get someone to do something and do something yourself. They stand up and ask these questions to as many people as possible. Both they and the people who answer must use have/get expressions. SS write the name of the people who answer on the right column depending on their answers. 2. Make a short demonstration. 3. Hand in the sheets. 4. Give students 10 minutes. 5. Monitor. 6. When they finish, put them into groups of 4. And ask them to discuss with their groupmates their results on the papers and decide who is the most practical among the people who answered.

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