Grammar: Practice "get something done"
Learners will have practiced causatives in passive form "get/have something done" in the context of talking about the errands they have to run next week or next weekend.
Students will also have practiced speaking for fluency during conversations within the context of the lesson.
Learners will also have used their reading-for-gist subskills while they get exposure to the lesson's target language.
Procedure (36-45 minutes)
SS look at a slide featuring the silouette of a woman walking a dog while carrying shopping and grocery bags. T asks them a few discovery questions to provide context for the lesson.
SS read a brief dialog between two people talking about their upcoming errands. T asks them to read, then shows them a different slides and asks them which one of the two characters has more things to do the next day.
SS are shown a slide featuring four statements taken from the exposure reading text on one side and some images piled up on the other. SS are elicited to arrange the images under the statement that corresponds to prompt understanding on meaning. SS are shown a second slide and are elicited to place colored boxes under the parts of speech that the TL (causatives in passive form) consists of. SS are given an example. Finally SS are shown a third slide featuring two of the statements SS previously worked on and are elicited to underline the words that carry the stress. SS are given model sounds of the stress for this. SS then listen to, drill and indicate the correct sounds of three specific words taken from the statements.
SS are shown a different slide featuring two names and various images under each. SS are asked to guess and say what those two people are having done. SS are given a time limit to come up with ideas and discuss them in pairs. Then ideas are shared and clarified in open class feedback.
SS are again organized in pairs to discuss their own upcoming errands. SS are encouraged to use the language analyzed in the lesson. T sets a time limit for free practice to take place. After that, SS are brought back from break out rooms to report the results of their conversations in open class feedback.
T encourages SS to share some of the ideas that they and their classmates produced during freer practice. T praises SS on a lesson aim accomplished and proceeds to provide feedback on language use. SS are shown a number of expressions collected during monitoring of their conversations. The list contains both good language and language to be corrected or reformulated. SS are encouraged to peform correction on the statements by themselves and supporting one another as they do it.