Teaching Practice 5
Upper Intermediate level
To provide clarification and practice of have/get something done, get somebody to do something, do something yourself in the context of household jobs
To provide gist and specific information listening practice using a text about being practical in the context of household jobs
Procedure (26-41 minutes)
T introduction T ask Ss what they were just discussing in previous lesson, eliciting small details. T asks Ss if they are able to do any of the previous lessons TL tasks (change a lightbulb, ﬁx a leak, service a car, decorate a room?)
T elicits the word “practical” from Ss. T introduces the ﬁrst HO to the class. T directs Ss to the 4 photos at the bottom of the page. T asks Ss to individually look at the photos, try to guess and ﬁll in the gaps with the women’s names (Q.3a.)
T tells Ss they are going to do a listening task about the four women in the photos. CCQ’s - Are you checking your answers? Yes. Are we trying to ﬁnd out who is the most practical, least practical…etc? Yes Ss should listen to the text and check their answers for Q.3a. in pairs Ss then check answers as a WC
T brings students attention to Q3c. T may have to elicit and pre-teach the words, “kitchen appliances” and “dry cleaned”. T ask Ss to listen to the text again, however this time Ss will match the name (Jan, Donna, Sheena, or Penny) to each sentence (e.g. sentence a) - Jan) T plays the recording one time. Ss answer in pairs. CCQ’s - What do you have to ﬁnd out about each sentence? Which woman said the sentence. How many times will I play the recording? 1. Will you work individually or in pairs? Pairs Ss check answers as a WC
Ss are directed to HO T ask Ss to look at sentences a, b, c, d at the top of the HO. Ss then match each sentence to the meanings below. CCQ’s - What are you matching to sentences to? The meaning. - Are you working individually or in pairs? Individually, then check in pairs. Ss do this individually and check in pairs before checking as a WC. T points out that get something done is usually more informal than have something done.
T ask Ss to look again at sentences a, b, & c on the HO. Ss complete the rules using past participle or inﬁnitive with to. - subject + have or get + something + _________ - subject + get + somebody + ___________ + something. Ss work individually and check in pairs before ﬁnal check as a WC. If time permits, Ss quickly complete the reﬂexive pronoun matching activity. Ss check in pairs before checking as a WC. T follows on by asking Ss how they would make negative sentences whilst using the correct form of have or get. Ss are asked to turn over the HO, directing them to make negative and yes/no questions with the positive sentences. Ss work individually and check in pairs. Final check as a WC.
T asks Ss to repeat the sentences from Listening and Grammar (Q.3c.) Ss listen and repeat the TL from the CD/teacher ensuring the sentence stress and pronunciation is copied correctly.
T may need to elicit and pre-teach the term, “dye your hair” for Ss to complete the sentence. T organises class into small groups. T hands each group a stack of cards - each colour of cards has either a question or answer using the TL. Ss separate the cards by colour. Ss then rearrange the words to create sentences (depending on the class, T may hint for Ss to ﬁrst assemble the “question” sentences beginning with How, Did, Have, When ﬁrst). Ss match the questions and answers T monitors class taking note of any diﬃculties with the TL. WC check
Ss then team up in pairs using the sentences to role play mini conversations. One Ss will have the question and the other the answer. Ss try to memorise their sentence and “converse” with each other using the TL.