New lesson plan: How Practical Are You?

Tetiana Polishchuk

How Practical Are You? - Upper-Intermediate (B2) level

How Practical Are You?
Upper-Intermediate (B2) level

Description

In my lesson the students learn about have/get something done, get somebody to do something, do something yourself in context of household issues and problems that we deal with every day through testing and clarifying the target language and speaking At the beginning of the lesson I will engage students with the topic about problems and issues that we need to solve in out houses. Then I will give them the task based on matching the pictures with appropriate phrases.Next stage will be focused on testing the learners` knowledge about the target language. After that we will go on with clarification of the possible problems and solving them. At the next stage I will test the students again to check if my clarification was effective. At the last point I am going to do free practice through speaking about issues that we do or somebody does for us on holidays.

Materials

Pictures of household problems+questions

Handout # 1

Handout #2

Handout #3

Handout #4

Material on the board

Pictures of household problems+questions

Handout # 1

Handout #2

Handout #3

Handout #4

Material on the board

Main Aims

To provide revising, clarification and practicing of have/get something done, have someone to do something, do something yourself in context of household issues and problems

Subsidiary Aims

To provide learning target vocabulary in context of household problems, and speaking practice in context of practical things that you do or someone does it for you or problems that may occur on holidays

Procedure (36-52 minutes)

Warmer/Lead-in (3-5 minutes) • To set the context of household problems and ways of fixing them

At the beginning of the lesson I am going to show the pictures of typical household problems. I will ask the ss what they see on the pictures. After that I will ask the ss to work in pairs and discuss 2 questions about the problems that they may have in their houses.

Test #1 (5-8 minutes) • To gauge students' prior knowledge of the target language (have/get something done, have somebody to do something,do something yourself)

I will give the students a text where they will have to fill in the gaps by choosing the correct answers from the multiply choice of answers. Have ss to work in pairs.

Teach (10-15 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

I will do WCFB to clarify the possible problems that the ss could have with the target language. If their answers are correct, especially 2, 3, 5, I will ask the ss to explain why they have chosen those answers. If they can`t explain why they have chosen them, or of their answers are incorrect, I will write on the board the sentences and the form: First I will write sentence #2 and ask the ss if the people pay their dads for the work. The ss will answer 'no'. Then I will ask which of the two forms is suitable for this meaning.If they can`t not reply correctly, I will point: subject+get+somebody+ infinitive+something. The same with the 3d sentence. And I will point:subject+have or get+something+past participle. I believe that the ss should not have problems with the 5th sentence in context of the form, but I will put some of ss` attention to the meaning. I will ask them why they use myself. They must answer that we use it because we do it alone, without anyone`s help. After that I will ask the ss to check their answers again and correct the rest if they are wrong.

Test #2 (8-10 minutes) • Check students' use of the target language again and compare with the first test

Give the ss another handout with the fill in the gaps task. Have them work in pairs and give them 7 minutes to do the exercise. Then ask ss to grab another partner and compare the answers. Then give a FB in form of an answer key.

Free practice (7-9 minutes) • To provide students with free practice of the target language

Ask ss to make three lists: things somebody has done for you, things you get other people to do for you, things you do yourself on holidays. Ss could use the prompts projected on the board. If some of the ss have never been on holidays, they can make up with the sentences. and other ss will have to guess if they are true or false. Have the ss to work in groups of 3.

Pre-teach a target vocabulary (3-5 minutes) • To provide ss with an opportunity to learn phrases related to fixing household issues

I will ask the ss to match the pictures related to fixing and installing things in a house. I will ask them to work in pairs and give 2 minutes to do the task. As a FB I will check the answers as a WC. I will ask the ss what do put something up and put something in mean, and if they do not know it, I will ask them to look at the pictures again and elicit the meaning. Then I will ask CCQs about these two phrasal verbs. I will also pre-teach the meaning of DIY (there will be an exercise in form of a text about DIY) , as I believe it will be a new abbreviation for the ss. The ss may also be confused with the word 'leak', in that case, I will ask the learners to look at the picture again and guess from the picture, if it will not work, I will give a definition.