Upper Intermediate level
To introduce students to various verb patterns in the context of talking about families.
To help students practice listening for specific information in the context of an anecdote about family behavior.
Procedure (40-50 minutes)
Teacher introduces the theme of the lesson for today, and explains that the purpose behind the lesson is to employ new structures (prompt - verb + ing) in a special context: Family behavior. Ask students whether they like to borrow money from others, or clothes, or a friend's car. The answer can be Yes/No, but the point is that they are prepared to such objections or consent.
Teacher tells the students an anecdote, employing the structures targeted: (prompt + verb + ing).
Teacher exposes the students to the new structure of (prompt + verb + ing) through his anecdote, highlighting it where necessary in the narration. After listening carefully, teacher has them write those structures on the board (as many of those structures as they can remember). Teacher checks with them. Read & Erase game: - Teacher has them repeat the phrases, e.g. (keep doing) - Teacher erases randomly phrase by phrase and asks them to remember them - By the end, all phrases are erased, still, students can remember them and are able to say them to the best of their ability.
To clarify the meaning, form and pronunciation of the target language, if necessary: e.g. prompts: don't mind + do + ing finish + do + ing consider + do + ing keep + do + ing waste time + do + ing miss + do + ing avoid + do + ing and if the students have any more questions, they will be answered and further examples will be given.
To concept check and prepare students for more meaningful practice: Ex. 1, p. 17 Individually, students do (PROMPT + Verb + ing) Pair work, students check their answers in pairs. Individually, students read out loud their answers. Teacher checks answers, ready for any support needed. Ex. 2, p. 17 Teacher asks a student to read out loud Ex. 2. A student should explain what they should do. sts carry out the activity and reflect on the sentences from Ex. 1 if true to them or not.
To concept check further and prepare students for free practice: Board Race: Teacher divides the board into two columns Each column has the same phrases of the new structures, e.g. don't mind + ........... + ing Sts line up in two columns and run to the board to write sentences. The first sts writes and goes to the back of the line and like wise. The line that finishes first wins the race. When teacher feels all is OK, they sit down.
Teacher asks a student to read the instructions as what to do. Before listening: [5 min] Sts read Eva's sentences and decide on the correct order or events. Teacher does not check, but allows for the listening to run again. HO covered .. Sts listen carefully to check their answers. While listening: [4 min] Teacher asks sts to listen carefully and focus on the events. Teacher reminds sts to listen for the new structure employed as well, not just the events. After listening: [3 min] GW and check your answers. Teacher is ready to support with the tape script to hand over if necessary. Listening Comprehension Check: [3 min] Sts answer comprehension questions written on the board in pairs. 1. Did the story end well for Eva or not? 2. What do you think of English people? 3. Are there common stereotypes that Turkish people have?
In pairs, from the taps script, sts pick out the new form of (verb + preposition + ing). Sts notice the difference between grammar 1 and this grammar 2. There is an additional particle (preposition). Sts come to the board and write down as many they find from the script as possible.
Role play: Sts role play teens discussing their predictions to what their parents would think about having a party at home while the parents are away!