To provide review of and practice using collocations with "have," "do," and "go" in the context of daily routines
To provide practice of the past tense forms of "have," "do," and "go" in the context of daily routines
Procedure (40-55 minutes)
-On the WB, draw myself doing something from my daily life (do the housework) -Elicit what I am doing. If needed, write model sentence with blanks for collocation (Every Sunday, I____ the ____) -CCQ to check they understand "every": Draw a calendar, headed "January" and ask, "Do I do it one time? (no) Two times? (no) Then draw a check for each day, "every Sunday" -Give SS paper. SS draw what they do "every day" or "every Sunday" or "every week" (ICQ: Will you write? (no) Just draw--point to model on WB) -I select a few pictures and elicit what they are. I write a model sentence under it, using target vocabulary
-SS walk around the room and look at model sentences I wrote under the pictures they drew -Project images from p. 70 with target vocabulary. Draw SS attention to the sentences above the pictures. -A few SS read the sentences below the pictures (on WB and around the room). Drill WB examples as WC, and others as needed
-Divide class into two teams -Project "have," "do" and "go" in three columns on the board -Each team has cards with one part of the collocation on it, with the verb missing (two different colors) -Teams race to the board to put the collocations under the right heading -The team with the most correct words on the board wins -Project a few pictures of some of the collocations. Elicit sentences to go with them, and write on the board next to the pictures ("What's this? Sentence?"). Drill as WC.
-Project sentences with collocations with the past tense verb missing -Elicit past tense of the correct verb -Example sentences include vocab SS may need for the gap fill, "a mess," "go to the gym," "early." CCQ each one: -A mess: Is it dirty or clean? (dirty) -go to the gym: Try to elicit collocation, "What do I do there"? (do some exercise) if not, draw a house with a weight in it or mime some exercises -early: draw a timeline. Write a mark for "early," then write "on time" and "late" later on the timeline. Elicit "early" and write on WB -Drill pronunciation of each one (had, went, did) -Project model sentence for p.70 activity 4 and elicit first gap
-Give SS p. 70 activity 4 gap fill -SS work individually to fill in blanks with past tense of collocations -SS peer check answers -Select SS to write answers on board -Check answers are correct. Mark any incorrect answers and elicit correct answers from WC -As needed, highlight the verb and the rest of the collocation on the board (since they separated in the sentences)
-Project model sentence on the board. Fill out for myself. Tell SS to fill out the exercise with what they did -Hand out p. 70 activity 5 -SS work individually to complete gap fill -SS take turns telling each other what they wrote -Select a few SS to tell me what they did.
-Model with S, "What did you do yesterday?" (answer). "Now ask me." (I answer) -Can write on board, "What did you do yesterday?" and "Yesterday I had/went/did..." and an example collocation, to encourage them to use the TL while speaking -SS take turns telling each other about what they did yesterday (can use their sentences from p. 70 at. 5, as modeled in previous stage) -When I clap my hands, SS switch partners (find a new partner)