Osman Osman

CONJUCTIONS OF PURPOSE AND REASON
B2 level

Description

IN THIS LESSON, THE STUDENTS LEARN CONJUCTIONS OF PURPOSE AND REASON THROUGH GUIDED DISCOVERY BASED ON A READING TEXT ABOUT COURT CASE.

Materials

No materials added to this plan yet.

Main Aims

  • To provide clarification, review and practice of clauses of purpose and reason in the context of in court

Subsidiary Aims

  • To provide gist and scan reading practice using a text about court case
  • To provide fluency and accuracy speaking practice in a conversation

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

T displays the image "Court" T: WHAT DO YOU SEE?(COURTROOM) WHO DO YOU SEE IN A COURTROOM?(JUDGE, PROSECUTER, DEFENSE, JURY, DEFENDANT, PLAINTIFF, OFFENDER LAWYER, BARRISTER, COURT CLERK)

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

T: LOOK AT 6.3 PART 1 MATCH THE WORDS WITH THE CORRECT DEFINITIONS DO IT ALONE ICQ: WHAT DO YOU DO? T: CHECK WITH YOUR PARTNER T reveals the key. T drills the pronunciation. T: LOOK AT PART 4 READ THE TEXT T gives 8 minutes for the to read it. T; WHY ARE THESE PEOPLE IN COURT? WHAT DO YOU THINK THE VERDICT WILL BE?

Highlighting (2-4 minutes) • To draw students' attention to the target language

T divides the board in half and writes the marker sentences for purpose and reason: Conjunctions of purpose: - So as to protect other innocent people, you will find the defendant gulty. - He lied so as not to tell fis wife he had lost the money. - Abbott asked $2000 in order to pay off his debt. - Mr Thompson needed the money back so that he could make some payments. Conjunctions of reason: - Because he had no one to turn to, he did the only think he could think of. - Mr Abbot became nervous, seeing as there was no possibility he could pay. - The events didn't end there. Due to the fact that Mr Thompson continued to call Mr Abbot. T points at the "conjunctions of purpose" T: WHAT ARE THE MAIN VERBS? IN ORDER TO, SO AS TO. WHAT TYPE OF VERB DO WE USE AFTER? VERB IN PRESENT TENSE? PAST TENSE? BASE FORM? LOOK AT THE SENTENCE WITH SO THAT. WHAT COMES AFTER?(SUBJECT AND COULD) T points at the "conjunctions of reason" T: WHAT ARE THE MAIN VERBS?

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

T: SO AS TO, IN ORDER TO, SO THAT. WHAT ARE THEY? (CONJUNCTIONS/CONNECTING WORDS) CAN WE WRITE TWO SEPARATE SENTENCES? (YES. I WILL FIND THE DEFENDANT GUILTY? I WANT TO PROTECT THE INNOCENT PEOPLE) WHY WILL I WANT TO FIND THE DEFENDANT GUILTY?(BECAUSE I WANT TO PROTECT THE INNOCENT PEOPLE) WHAT INFORMATION DO I WANT TO LEARN?(PURPOSE) T writes on the board "Conjunctions of purpose" T: BECAUSE, SEEING AS, DUE TO THE FACT THAT. WHAT ARE THEY? (CONJUNCTIONS/CONNECTING WORDS) CAN WE WRITE TWO SEPARATE SENTENCES? (HE DID THE ONLY THING HE COULD THINK OF. HE HAD NO ONE TO TURN TO) WHY DID HE DO THE ONLY THING HE COULD THINK OF? (BECAUSE HE HAD NO ONE TO TURN TO) WHAT INFORMATION DO I WANT TO LEARN?(REASON) T writes on the board "Conjunctions of reason" T writes "use Conjunctions of purpose": - to explain the objective/purpose of an action T writes on the board: "in order/so as to/to(WE ALSO USE TO) 1) to express purpose in a positive sentence Ex: You will find the defendant gulty in order to/so as to/to to protect the innocent. T writes the form: in order to/so as to/to + verb in base form 2) to express purpose in a negative sentence Ex;He lied. He didn't want to tell his wife he had lost the money. He lied in order not to/so as not to tell his wife he had lost the money. T writes on the board; "never use "not to" 3) the subjects for both parts must be the same T writes the form: in order not to/so as not to + verb in base form T writes on the board "so that" 1) so that + can/will – used for a present or future reference Ex; He needed the money so that I will/can buy the car T writes the form: so that + will/can + verb in base form 2) so that +could/would – used for a past reference Ex: He needed money so that he would/could make payments. T writes the form: so that + would/could + verb in base form T writes on the board "use conjunctions of reason" - to explain the cause/reason T writes on the board: "because/seeing as/seeing that/due to the fact that/since Ex: Because/Seeing as/Seing that/Despite the fact that/Since he had no one to turn to, he did the the only thing he could think of T writes the form: because/seeing as/seeing that/due to the fact that/since + subject + verb in present/past tense CCQ: I WAS INNOCENT. I DIDN'T DO IT. I WAS INNOCENT IN ORDER NOT TO DO IT. IS IT CORRECT?(NO) WHAT IS THE CORRECT WAY?(BECAUSE I DIDN'T DO IT) I FOLLOW THE LAW. I DON'T WANT TO GO TO THE PRISON. I FOLLOW THE LAW IN ORDER NOT TO GO TO THE PRISON. IS IT CORRECT?

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

T gives the handout "Unit 80" T: LOOK AT 80.1 COMPLETE THE SENTENCES BY PUTTING AN ITEM FROM 1 AND ITEM FROM 2 IN THE CORRECT ORDER. DO IT ALONE ICQ: WHAT DO YOU DO? T: CHECK WITH YOUR PARTNER T reveals the key

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

T gives the handout "Clauses Page 79" T: LOOK AT ORAL ACTIVITY CHOOSE ONE ITEM TO TAKE WITH YOU ON HOLIDAY MAKE A SENTENCE GIVING THE PURPOSE OR REASON FOR YOUR CHOICE EACH CORRECT SENTENCE GET 1 POINT LOSER WILL MAKE TEA DO IT ALONE ICQ; WHAT DO YOU DO? T monitors and notes the errors

Free Practice (8-10 minutes) • To provide students with free practice of the target language

T pairs the students as A's and B's. T: A'S ARE THE PROSECUTION, B'S ARE THE DEFENCE PRESENT YOUR CLOSING ARGUMENTS IN YOUR OWN WORDS USE CONJUNCTIONS OF PURPOSE AND REASON WORK IN PAIRS ICQ; WHAT DO YOU DO/ T monitors and notes the errors for correction. T: LOOK AT PART 3 READ THE DETAILS OF CRIME DISCUSS A AND B USE USEFULL LANGUAGE BOX WORK IN PAIRS ICQ; WHAT DO YOU DO/ T monitors and notes the errors for correction.

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