Victoria Smith Victoria Smith

Teaching Practice 5
Upper Intermediate level


In this lesson students will learn about the colocations, have/get something done, get somebody to do something, and to do something yourself. Students will initially listen to a passage where the target language is used, followed by questions relating to the text. Through guided discovery students will understand its’ meaning, form, and pronunciation. Students will then follow this with controlled exercises to practice the TL in context.


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Main Aims

  • To provide clarification and practice of have/get something done, get somebody to do something, do something yourself in the context of household jobs

Subsidiary Aims

  • To provide gist and specific information listening practice using a text about being practical in the context of household jobs


Lead -in (1-2 minutes) • To continue from the previous lesson, activating schemata and checking Ss understanding of any necessary lexis.

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?)

Pre-teach essential lexis (2-3 minutes) • To teach any essential vocabulary Ss may require to complete the tasks.

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.)

Gist Listening (2-3 minutes) • To check general understanding of the listening task.

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

Listening for details (2-3 minutes) • To check for more detail of the listening task

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

Meaning (2-3 minutes) • To have Ss show how much they know about the meaning and form of the TL.

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.

Language focus (6-10 minutes) • To have Ss look back at the questions and look more closely at the meaning, form, and pronunciation of the TL.

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.

Pronunciation • To have Ss practise the TL

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.

Final Group Task (7-10 minutes) • To have students put together sentences using the TL.

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

Further TL practice (time permitting) (4-7 minutes) • To have Ss practising the TL focussing on fluency/

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.

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