Gokce Bahar Lap Gokce Bahar Lap

GOKCE LAP - TP 6 - GRAMMAR
pre-intermediate level

Description

In this lesson, students will learn about how to use ``might`` structure. The language will be clarified on the board and it will follow up with controlled written practice and semi-controlled speaking practice steps.

Materials

Abc Visual aid using projecter
Abc Handout
Abc Texts for students to read

Main Aims

  • By the end of this lesson, students will have learnt ``might`` and ``might not`` structure in the context of indecisive people

Subsidiary Aims

  • By the end of the lesson, students will have developed their reading skills by completeing the dialogue
  • By the end of the lesson, students will have developed their listening skills in the context of indecisive people
  • By the end of the lesson, students will have developed their speaking skills by talking about possibilities in their lives

Procedure

Lead in / Building context (3-5 minutes) • To generate interest in the topic/ theme/ context of the text or listening

T shows a photo on the screen and Ss focus on the photo. T elicits that the man is indecisive (he finds it difficult to make decisions). T elicits the meaning of what the woman is thinking (make up your mind = make a decision) Then Ss focus on the questions on the screen. T asks Ss `` If you know someone who is indecisive, could you tell the class about them?`` T gets some answers from the class.

Listening / Reading Task (10-12 minutes) • To practice listening and reading for specific information and to contextualize and introduce the target language

Part B: (page 80) T tells the class they are going to listen to the two people in the photo having a conversation. T gets them to cover the dialogue in c and listen for what Adrian decides to do in the end. T gets Ss to compare their answers with a partner and plays again if necessary. T checks answers together. (Answer: Adrian decides to go to the party. He decides to drive and to pick Tina up at 9:00) Part C: (page 80) Then, T tells Ss to listen again and complete the gaps on part C. T plays the audio, pausing if necessary for Ss to write and check answers together. Answers: T=Tina, A = Adrian T- Hi, Adrian. A- Oh, hi Tina. T- It’s Alice's party tonight. You are going, aren’t you? A- I don’t know. I’m not sure, might go. but I might n o t I can’t decide. T- Oh, come on. It'll be good. Lots of Alice's friends are going to be there. You might meet someone. A- Yes, that's true.,, OK. I’ll go then. T- Great. Shall we get a taxi there? A- No, I’ll take my car... No, wait. It might be difficult to park.Let’s get a taxi. T- Fine. What time shall I get the taxi for? 9.30? A- Yes... No... Listen. I’ll take my car. I'll pick you up at 9,00. T- Are you sure about that? A- Yes, I’m sure... I think. Part D: T tells Ss that Adrian now phones Tina. They must listen and find out what happens. T checks answers together. Answer: Tina is waiting for Adrian, who is half an hour late. He has changed his mind again. T- Adrian! Where are you? It's nearly half past nine. A- Sorry, Tina. Listen. I’ve changed my mind. I'm not going to go to the party. T- I don't believe it. You are the most indecisive person I’ve ever met. A- Well, I suppose I could go... T- Aghh!!

Highlighting the target language (6-8 minutes) • To highlight to the target language so that learners are focused on it

T elicits that the first example is I might go, and get Ss to underline the verb phrases in the dialogue with ``might``. Answers: T=Tina, A = Adrian T- Hi, Adrian. A- Oh, hi Tina. T- It’s Alice's party tonight. You are going, aren’t you? A- I don’t know. I’m not sure, might go. but I might n o t I can’t decide. T- Oh, come on. It'll be good. Lots of Alice's friends are going to be there. You might meet someone. A- Yes, that's true.,, OK. I’ll go then. T- Great. Shall we get a taxi there? A- No, I’ll take my car... No, wait. It might be difficult to park.Let’s get a taxi. T- Fine. What time shall I get the taxi for? 9.30? A- Yes... No... Listen. I’ll take my car. I'll pick you up at 9,00. T- Are you sure about that? A- Yes, I’m sure... I think. T asks ``do we use them for..? 1- an obligation or 2- a possibility ``

Clarifying target language (8-10 minutes) • To clarify meaning so learners understand it. To clarify the pronunciation so learners know how to say it. To clarify form so that learners know how to construct it

T elicits the ``might/may`` meaning from Ss. (We use might / may (+ infinitive) to talk about a possibility) T explains that ``might and may are synonyms, but might is probably more frequent in spoken English, which is why the presentation focuses on this form. However, may is also commonly used, especially in writing``. Then T elicits the form and practices pronunciation with Ss. Subject+ might/may + Verb (infinitive without to) +Object Exp: She might come with us, but she is not sure yet. Subject +might/may + not + Verb (infinitive without to) +Object Exp:I might not go to the party. I haven`t decided yet.

Controlled practice (8-10 minutes) • To provide controlled oral/written practice focused on using the language accurately

T gives handout for controlled practice (on page 145- 10C- Part A) and asks Ss to focus on the exercises. Ss can do them individually or in pairs. T checks answers together, and gets Ss to read the full sentences. Part A- Answers 1H 2 G 3 A 4C 5 B 61 7 F 8E

Freer practice (8-10 minutes) • To provide freer oral/written practice and use the language productively

T focuses on the task and the example in the speech bubbles on Part G (page 80). T demonstrates the activity by answering a couple of the questions herself. T makes sure Ss understand that they must give two possibilities each time and return the question with What about you? T puts Ss in pairs and gets them to ask and answer the five questions. T monitors and gets some feedback from the class.

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