Ayat Nabil Ayat Nabil

Verb+ing or verb+to+inf
Intermediate level

Description

In this lesson, ss will learn when verb patterns "v+ing and v+to+inf" are used in the context of shopping, eating and travelling experience. In this context also they will review some related familiar words such as "online reviews" and 'rating'. They will also practice speaking about a shopping, eating or traveling experience they had using reported verbs like 'suggest', 'promise', 'refuse' etc.

Materials

Abc Print screen from student's book p.97
Abc Print screen from student's book p.95
Abc Sound system (speakers)
Abc w/b
Abc Pictures of Jumia, Souq and Careem
Abc Answer key
Abc Empower B1+ Student's Book pp 95, 96 and 97

Main Aims

  • By the end of this lesson, ss will have learnt the rule of using verb patterns "v+ing" and "v+to+inf" in the context of shopping, eating and travelling experience.

Subsidiary Aims

  • To practice speaking about a shopping, eating or travelling experience using various verb patterns and reporting verbs such as 'recommend', 'offer' and 'suggest' in the context of experience they had.

Procedure

Lead-in and a gist task (5-8 minutes) • To set the lesson's context, generate interest in the topic, engage ss and make them focus on the main idea of the the listening task for a wider understanding of the topic.

-Set the context by displaying pictures of Jumia's logo, Careem's rating procedure and online shopping and reviews websites on the projector. -Ask ss questions about the pictures to activate their background knowledge about the topic and elicit vocabulary that they will be exposed to like 'reviews', 'rates', etc (write useful vocabulary on the board : - What does this logo belong to? - Is it a real shop or an online website? - What do you buy from these online websites? - Why do you use this application? - What do you usually do after your ride? - What do write when you buy a good/bad product? -Where do you usually write these reviews? - What do you do when you like a certain product? (recommend it to a friend) -Set the gist task (ex 1d, p 95) by asking ss to listen to a conversation between two people, then answer one question. Check the answer with the whole class.

While-listening and post-listening tasks (10-12 minutes) • To provide ss with a more challenging detailed listening task and to give them at the end of the listening part an opportunity to expand on what they have learnt so far.

-Set the detailed task by asking ss to listen to more parts of the conversation then mark the sentences in (ex 1e, p. 95) true or false. Give ss time to read the sentences before playing the track. Give clear instructions to this exercise: "You are going to listen to the conversation for two times. The first time just listen and do not write anything. The second time listen and mark sentences true or false". Ask ss ICQs: -How many times are you going to listen to the track? -Are you going to write anything in the first time? -After ss listen to the track, take the feedback as a class and write answers on the board. -Set the post-listening task by writing a question on the board "Do you trust online reviews?" Ask ss to answer saying 'yes' or 'no' and then to provide reasons for their answers. Divide ss into pairs/groups, monitor the activity and give ss feedback on the spot.

Lead-in, exposure and highlighting target language (3-5 minutes) • To set the context, provide a context for the TL through a text and draw their attention to it.

-Display print screen from the student's book p.95 and make ss complete the following sentence: "This is an example of.......". -Ask ss to read the review in their books (p.95) and decide whether it is a positive or negative review. Ask ss "Why is it a positive a review?" Expect answers like "It's worth travelling 100 miles to get there" Write this sentence on the board and ask ss about the form of the verb 'travelling'. Ask ss a further question "Do you know why this verb is the -ing form?" End this part by asking them: "What is the rule of using -ing and infinitive verbs?"

Language clarification (27-30 minutes) • To provide clarification of the meaning, form and pronunciation of the target language.

-Set the task by asking ss to match sentences (ex 3a, P.96) with the rules. Demonstrate the first one with them. Monitor the exercise carefully and ask ss to check their answers together. Display the answer key on the board. -Write on the board one sentence from the exercise "Making a reservation is difficult". Start with highlighting the meaning by asking ss CCQs: "What is difficult?" (making a reservation) "What is the part of speech of the word 'making'? (verb) "What is the subject of this sentence?" (Making). Move to highlighting the form by asking ss "What is the form of this verb?" (-ing form). Finally, focus on pronunciation of the -ing form by asking ss "Is the -ing in 'making' pronounced with a stress on the /g/ sound at the end or slightly?". Stand infront of the board and drill this example. -Write on the board another sentence from the exercise "After many attempts, we finally succeeded in getting a table". Start with highlighting the meaning by asking ss CCQs: "What was difficult?" (getting a table) "Did they try before to get a table?" (yes because there is "after many attempts") "What is the part of speech of 'in'?" (preposition). Move to highlighting the form by asking ss "What is the form of this verb?" (-ing form). Finally, focus on pronunciation of the -ing form by asking ss "Is the -ing in 'getting' pronounced with a stress on the /g/ sound at the end or slightly?". Stand infront of the board and drill this example. -Set the second task by asking ss to match sentences (ex 3b, P.96) with the rules. Demonstrate the first one with them. Monitor the exercise carefully and ask ss to check their answers together. Display the answer key on the board. -Write on the board one sentence from the exercise "We managed to get a table". Start with highlighting the meaning by asking ss CCQs: "Was it difficult to get a table?" (yes) "Did they succeed in getting a table?" (yes because there "managed to"). Move to highlighting the form by asking ss "What is the form of this verb?" (to + inf). Finally, focus on pronunciation of linking 'managed' and 'to'. Stand infront of the board and drill this example. -Write on the board another sentence from the exercise "A member of staff goes fishing to catch it for you". Start with highlighting the meaning by asking ss CCQs: "Why does a member of staff go fishing?" (to catch it for you). Move to highlighting the form by asking ss "What is the form of this verb?" (to + inf). Finally, focus on pronunciation of linking 'catch' and 'it' (consonant+ vowel). Stand infront of the board and drill this example.

Controlled practice and feedback (5-8 minutes) • To provide an opportunity for ss to use TL, praise good use of TL and correct errors in TL use

-Set the task by asking each ss on his own to put the verb in (ex 3d,p 96) in the correct form (-ing or to+inf). Demonstrate the first one with them. Monitor the activity closely to see the how ss are progressing. Try while monitoring to micro-teach weak ss. -After ss finish the exercise, allow time for pair check, do the exercise with them and give feedback. Finally, show ss the answer key and ask them if they have further questions.

Freer practice and feedback (12-15 minutes) • To provide an opportunity for ss to produce much language besides the target language

-Set the freer speaking activity (ex 5, p. 97) by showing it on the projector. Explain the exercise to ss "In this peaking exercise, you are going to choose one experience from the five points you have here and talk about it. I want each one of you to take 3 minutes to think about the point you are going to talk about. It is a good idea to think of "when was that?", "Where did it happen?", give more details about the experience and use verbs like 'recommended', 'warned', 'admitted' and 'refused'. For example, "I recommended a movie for my best friend" etc -Monitor the exercise, try to encourage ss to participate, give feedback on the spot and do some error correction towards the end

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