Vocabulary "do and make" and speaking
By the end of this lesson, Ss will have practiced using 'do' and 'make with different phrases in the context of doing/making things.
To practice speaking in the context of making decisions.
Procedure (31-45 minutes)
- Set the context by playing a video of a man doing household chores, then ask Ss to elicit: What is this man doing?.....Expect answers like: cooking breakfast and ironing. Ask Ss do or make breakfast? do or make ironing? - Write 'do' and 'make' in two bubbles and ask Ss to think of words that come with each of them (eliciting and expanding the context).
-Present some picture to students, ask CCQs such as: What is he/she doing? Is she thinking? She wants to make a...., ask Ss: Is it make or do? Then drill the pronunciation using finger drill, ask them about the form and finally write on the board (verb+noun). - Present a number of vocabulary on the projector, give them a context, ask Ss CCQs to check meaning when necessary, ask Ss: is it make or do? Then drill using fingers, ask them about the form and finally write on the board.
-Set the task: Ask Ss to stand up and stick flashcards under 'do' and 'make. Give clear instructions and feedback after doing the task. - Set the controlled practice task: Ask each Ss on his own to complete the sentences using 'do' or 'make' in the right form. Demonstrate the first one with them. Ask ICQs: Are you working alone or in groups? Are we going to use 'do' or 'make' in the right form. Ask Ss to check their answers in pairs then give feedback.
-Generate interest in the topic by asking Ss do you usually make big decisions? Are you decisions makers? -Expose Ss to useful target language by giving them a dialogue between Steve and kate and asking them, each one on his own, to go through the dialogue quickly and underline any useful expressions used in the process of making decisions. Give clear instructions. Ask ICQs: Are you going to read slowly or quickly? We are going to underline.....After Ss finish ask them to check their answers together and then give feedback. Set the speaking task: Ask each s on his own to write notes on "Are you good at making decisions? Why?" and "What was the last big decision you made? why did you made it? How your family and friends thought about it?". Write useful expressions on the board to use: "My choices were......" and 'I made up my mind and.....". Ask Ss to speak to each other. Monitor the activity while playing music and correct errors towards the end of the lesson.