Allison Munn Allison Munn

CELTA TP7 - "Have [something] done" and speaking
Intermediate level

Description

This lesson will begin with elicitation/clarification of the target language "to have/get something done" (passive causative use of the verbs "have" and "get"). Students will then work in pairs to produce this language with their own examples. Then students will practice fluency in an information gap activity. Finally, students will have free conversation practice with a speaking activity utilizing preference conversation cards. The speaking activities will offer opportunities for error-correction during and after the activities.

Materials

Abc Information Gap Films Worksheet
Abc Preference conversation cards
Abc Google Images

Main Aims

  • To provide clarification and practice of the passive causative verbs "have" and "get" in the context of films

Subsidiary Aims

  • To provide fluency speaking practice in a conversation/discussion within the context of famous actors/actresses and personal preferences

Procedure

Warmer/Lead-in (6-8 minutes) • To set lesson context and engage students

I will set the context by showing a picture of Angelina Jolie and asking if they recognize her. I will ask: "Who is this person? What is her job? Is she famous?" Then I will say she is going to the Academy Awards (movie awards show.) "What doe she need to do before she goes? Do you think she will go like this?" (No, she needs to change, do her hair, do her makeup.) "Do you think she will do her own hair?" (No.) "Who will do her hair?" (Someone else.) "So if she wants someone to do her hair for her, what will she do?" (I will try to elicit: "have her hair done;" I will emphasize ask them to use their knowledge from Gokce's lesson to turn it into a passive sentence. If they can't produce the language, I will give them the structure.) "She will have her hair done." I will use pictures to elicit the same structure for: have her nails painted, have her makeup done, have her house cleaned, have her car washed, have her children taken care of, have her dinner made. After emphasizing the form, I will ask if they know any other word I can use instead of "have/had." If they don't know the word, I will present "get/got." I will tell them we can use it in the same way, and ask them to change each sentence to use "got" instead of "had."

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

I will post situations on the board (Ex: I went to the health clinic). I will ask the students to work in pairs, and I will give each pair a slip of paper with a service written on it (Ex: take blood pressure.). They will need to match the service with the situation on the board, and write a new sentence with the same meaning using the passive causative form of "to have" or "to get" + object + V3. We will do an example as a class before getting started. Then we will review as a class and check the meaning.

Productive Practice (10-12 minutes) • To provide semi-controlled communication practice for students within the context of films

I will again ask the students to work in pairs. I will give them the information gaps worksheet for actors/actresses. They will think of two actors/actresses they like (can be Turkish or Foreign) and fill out the left-hand side of the worksheet without showing their partner. They can take 3 minutes to do this. Then their partner will ask them questions about the actors/actresses they've chosen. They will try to guess the information written on their worksheet. They will take turns guessing. Meanwhile, I will monitor for language mistakes they are making for error-correction.

Productive Task(s) (10-12 minutes) • To provide an opportunity to practice target productive skills -- fluency in communication

I will ask the students now to switch partners. They will get sets of conversation cards asking students' preferences on a situation, either related to the context of films or related to the target language (causative passive of 'have' and 'get'). I will monitor and use this time for correction if I see students consistently making particular language mistakes.

Feedback and Error Correction (4-6 minutes) • To provide feedback on students' production and use of language

I will be monitoring closely during activities during the class, and I will use notes I have made for delayed error-correction at the end of class. I will right examples of correct and incorrect language usage on the board and ask for the students' thoughts on them -- correct or incorrect? Specifically if they are making mistakes about language points taught during the day's lessons, I will focus on these.

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