Shalumba Shimukowa Shalumba Shimukowa

Copy of Nora Kanshaw, 23 Jan 2018, Grammar Practice / Clauses of Contrast and Purpose
Upper-intermediate level

Description

In this lesson, students learn about clauses of contrast and purpose through testing their knowledge of the language before moving to clarification, and this is followed by further practice.

Materials

Abc Overhead Projector 1
Abc Handout 1
Abc Handout 2
Abc Overhead Projector
Abc Cards
Abc Overhead Projector 1

Main Aims

  • To provide clarification of clauses of contrast and purpose in the context of advertisng

Subsidiary Aims

  • To provide accuracy speaking practice in a conversation showing different opinions and points of view

Procedure

Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

I start the lesson by showing Ss some pictures using the OHP, followed by questions to set the context and I ask them to discuss these questions in pairs What do you see in these pictures? Do you usually buy products because of advertisements? Have you ever bought something recently that wasn't as good as the advertisement made you think? Then we listen to some of the answers.

Test #1 (5-6 minutes) • To gauge students' prior knowledge of the target language

I give Ss handouts and ask them to answer individually, they have to choose the correct answer. After they finish, they check their answers in pairs. After that, I choose early finishers to write their answers on the board and we check them together.

Teach (13-14 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

I display some sentences on the board with questions and I give Ss a few minutes to work in pairs and discuss the questions, then I elicit the answers from the Ss: meaning, form and pronunciation 1. Although the actress is holding the product in the photo, do you really think she colours her hair with it at home? 2. Even though we don't really need the products, we immediately want to be among the lucky few who have them. 3. Of course that MP3 player wasn’t free. In spite of what the advert said, its price was really included in the magazine subscription 4. The photo has been airbrushed in order to make the model look even slimmer, with perfect skin. 5. So as to make us believe it, they use expressions like, 'It's a must-have' 6. It was probably produced for the company itself, and paid for by them, too. 7. They combine this with a photograph of a large group of people, so that we can't fail to get the message. Which sentences show contrast? 1-2-3 Which ones show purpose? 4-5-6-7 Do ‘although’ and ‘even though have the same meaning? yes Does the actress colour her hair with the product she’s advertising (sentence 1)? no Do we buy products immediately because we need them(sentence 2)? no Can we replace ‘in spite of’ with something else that has the same meaning? yes we can use ‘despite’ Did the advert say that MP3 player was free? yes Do ’although’ and ‘in spite of’ have the same meaning? what about the form? they have the same meaning. However, they have a different form Do ‘in order to’ and ‘so as to’ have the same meaning? yes Can we replace them with something else? we can use ‘to’ instead

Test #2 (8-10 minutes) • Check students' use of the target language again and compare with the first test

After the clarification stage, we move to second test where I give Ss a 'complete the sentences' handout and they have use the word in bold ( one of the clauses ) First, they work individually, after that they compare their answers in pairs and then we move to whole class feedback. I choose early finishers to start writing their answers and they elicit other students for each sentence.

Free practice (10-11 minutes) • To provide students with free practice of the target language

In the last stage, we move to the speaking activity where Ss focus on speaking for accuracy. Ss will be working in pairs. I give each pair a small card where they have to compare two things based on their opinion: living in the city vs. living in the country. They need to use the clauses we learned during this activity. While they work in pairs I monitor them to make sure they are on the right track. I write some of their sentences on the board for feedback, I ask Ss if there's something wrong with these sentences, how can we fix it.

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