Sean Sullivan Sean Sullivan

Grammar - Wishes & Should Have...
Upper-Intermediate, B-2 level

Description

In this PPP grammar lesson students will learn about "wishes" and "should have" (plus negatives). The lead-in will be a discussion of 5 different ways to make money. The context will be set bey a short article depicting 6 different ways of earning extra money. This will segue into matching the correct wish and should have / hadn't sentences to the story. I will then use 2 marker sentences to elicit meaning, form and pronunciation followed by drilling. The practice segment will involve a controlled practice using cut ups and matching, a semi-controlled practice rewriting sentences with supplied words, and concluding with a freer speaking practice identifying 5 things you did or didn't do in in the past year that you regret, students will then ask f/u questions and share with the class what their partner regrets the most. Immediate error correction will take place during both controlled practices. WCFB and delayed error correction will follow the freer practice.

Materials

Upjgaaseqggqcf9yosvw grammar and functions analysis 8.3.16 sean sullivan Grammar LA Sheet
Oewrmceasiu54wjnptrw ho 08 03 sean Handout & paper cut master

Main Aims

  • To provide clarification of wishes and should have (shouldn't have) in the context of reading a short article on 6 making-money schemes. Review the meaning, form and pronunciation and conclude with 3 practice segments.

Subsidiary Aims

  • To provide fluency speaking practice in a statement / follow up questions format in the context of 5 things each S regrets over the past year utilizing the TL studied today

Procedure

Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students

Inst - In PAIRS, Discuss 5 things you could do to earn some extra money. (PT Job) WCFB - Elicit responses from all Pairs

Exposure (4-7 minutes) • To provide context for the target language through a text or situation

Inst - BY YOURSELF, READ the article and look at the cartoons and characters. Out of the 6 choices, Which do you think is the best way to earn some extra money? Which is the worst? > HO #1 Inst - In PAIRS, please DISCUSS your answers. Do you agree on the best? Do you agree on the worst? Would you like to do any of these things? Why? WCFB - Elicit answers from PW and compare similarities and differences.

Highlighting (2-4 minutes) • To draw students' attention to the target language

Inst - BY YOURSELF, READ HO#2. Match each of the speech bubbles to the correct people in the cartoon. > HO#2 Inst - Nominate Ss to give answers. Inst - What are similar about all these sentences? (CCQ) - Are the people happy about what they did to earn some extra money? Why? (CCQ) - Do you think they would do something different next time? Elicit - Regrets / Unhappy

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Meaning: (CCQ) - Are the sentences on HO#2 speaking about the past or present? (past) Inst - Look at the sentences in BOLD in speech bubble A & B. (Bubble A) - (CCQ) Is the ad on Josh's car big or small? (Big). (CCQ) - Did he like it? (No) (Bubble B) - (CCQ) - Did Zoe eat before she went in? (No) (CCQ) - Does she regret no eating? (Yes) (CCQ) - Do wish and should have mean the same thing in these sentences? (Yes) (Are these sentences saying the opposite of what really happened? (yes) Form: Instr- Look at the same sentences A-F. Which Verb form follows wish? Which verb form follows Should / shouldn't have wish + past perfect simple [-] I wish the ad hadn’t been so big. should/shouldn’t have + past participle [+] I should have eaten before I went in. [-] I shouldn’t have eaten before I went in. Pronunciation: I wish the ad hadn’t been so big. /wɪʃ/ Wish is the main stress of the sentence. I should have eaten before I went in. /ˈʃʊd.əv/ Pronounced Should’ve in this sentence with the main stress. I shouldn’t have eaten before I went in. /ˈʃʊdəntəv/ Pronounced shouldn’t + _ ‘ve in this sentence with the main stress. >Model the correct pronunciation > >Elicit that the words are linked. >Drill the correct form and I will also mark this on the board if Ss are confused

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Inst - Break into 3 groups for GW > Have Ss pick numbered cut-ups from 1-3. Bring in 3 tables so they can stand around for activity. Inst - Work with your group to match the cut-ups and make 5 sentences. The green cut-ups will start the sentence, the yellow cut-ups will be the end of the sentence. Monitor - each group. Do immediate error correction. WCFB - Nominate answers from quieter Ss. Inst - Stay in your groups. READ the HO#3. Use the first two parts of your cut-up sentence and MATCH it to the handout. Discuss the correct match and write it on your handout.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

Inst - Sit back down in a new seat and pick a new partner next to you. - By Yourself, READ the HO#4 - WRITE sentences about the pictures. - Check your answers with your partner when you're done. Monitor - during exercise. Immediate error correction. WCFB - Nominate quieter Ss for answers. Address any errors on the WB

Free Practice (8-10 minutes) • To provide students with free practice of the target language

Inst - READ HO#5. Follow the directions a-d and complete with your partner. The first part A, is writing. The rest of the task is SPEAKING. >HO#5 Monitor PW during exercise - note any issue for delayed error correction. WCFB - Nominate each Pair and and see Which they regret the most Delayed Error Correction - On WB address, correct, CCQ any found issues during monitring

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