To provide gist reading practice using a text about mothers in the context of childhood
To provide clarification of phrasal verbs in the context of childhood
Procedure (26-46 minutes)
T shows the students some pictures of children and children with their mothers. T asks the students about their earliest memories they can remember. T listens to some of the students responses.
Teacher elicits the meaning of the main verbs in the text. all of the verbs are phrasal verbs. Care for: (CCQs) does a mother love her kids? Yes/ does she want them to be safe? Yes/ will she protect them? Yes Tuck in: (CCQs) where do we put a baby when he sleeps? Bed/ what do we put on him? a blanket/ do we put it in a nice way or e through it? In a nice way. Sit up: (CCQ) Does a mother worry about her kid if he stays out late at night? Yes Tidy up: (CCQs) Do you arrange your bed when you wake up? Yes/ do you put your blanket and pillow in their places? yes Put down: (miming) I will hold a book and put it down. Go away: (miming) I will walk toward the door and say "I am going out". Bring up: (CCQs): Do parents take care of their kids only when they are babies? yes Do they take care about them when they are kids? yes Do they provide their kids with their needs from love, help, protection and education? Yes Tell off: (CCQs) Does a mother speak to her kid if he breaks something? Yes Does she speak with anger or with laugh? anger Look after: (CCQs) Do parents sit with their kid if he is sick? Yes Do they give him what he is in need for? yes Do they keep checking on him? yes to make sure students understood the meaning of the words, T gives students pieces of papers; some of them are verbs ans the others are definitions. Students are instructed to work in pairs to match verbs with their definitions. T shows the answer on the WB and gives feedback.
T points to the verbs on the board and asks students about what is different about these verbs. CCQs: how many words does each verb consist of? 2 do we call them verbs only or phrasal verbs? phrasal verbs do all the verbs have the same meaning as the first part of the phrasal verb? no T instructs the students to work in pairs and put the verbs into 2 categories; phrasal verbs that have the same meaning as the main verb and phrasal verbs whose meaning is different than the main verb. Teacher shows the answer on the WB and gives feedback.
T asks students to skim the text and choose the best title for the text. Three titles will be given: Mothers hurt but care. My mother is the best person ever Mothers are different CCQ: How many titles do we have? 3 How many titles each one should choose? 1 After they finish T asks them to work in pairs to compare their answers. T gives feedback.
T instructs students to read the text and number the definitions. Ss have choose the three definitions they like most. ICQs: are you going to number the definitions? yes How many definitions will you chooses? 3 T instructs ss to work in groups and discuss their choices and come up with one definition they all agreed on to be the best. ICQ: How many definitions will you choose? one T listens to the groups and gives feedback
T ,again, shows ss the phrasal verbs and instructs them to choose 2 phrasal verbs and write 2 definitions about fathers using these phrasal. T models a sentence on the board using one of the phrasal verbs. ICQs: How many phrasal verbs do you choose? 2 Are you going to write definitions or using any verb or only phrasal verbs? phrasal verbs Are you going to write about fathers or mothers? fathers T instructs ss to check in pairs and compare their definitions and choose one definition to read to the rest of the class. T gives feedback.