JK JK

TP8 Imperatives
Upper Elementary level

Description

In this lesson Students learn about imperatives through guided discovery based on a reading text about getting fit. The lesson starts with a discussion about a video on how to stay fit and healthy. This is followed by reading exercise where students read a conversation on how to keep fit. Finally there is some controlled practice with a fill in the gaps activity and followed by free practice.

Materials

Abc Text Adaptation and Gap-Fill

Main Aims

  • By the end of the lesson, students will have learned how to form and use imperatives for providing friendly advice and practiced in pairs and group in the context of a conversation about keeping fit based on a reading text in the coursebook.

Subsidiary Aims

  • To enable students to practise their fluency speaking skills and extend their lexical range using positive and negative imperatives such as "Walk your dog every day", "Don't eat junk food" by giving advice to each other about ways to keep fit.

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

I will start this lesson with a short video of an old Australian commercial promoting fitness. Students will think about what this video is about and how many base verbs they can recognize. Students will then discuss this in pairs in break out rooms for about 2 minutes followed by a quick OCFB.

Presentation through text (6-8 minutes) • To provide context for the target language through a conversation text

Gist Task Show a conversation adapted from the text on P.80 of the coursebook with the TL using Google Forms and Ss answer one context question. Intensive Task (multiple choice questions that help learners notice the TL). Ss read the text and answer individually using Google Forms. They then compare answers in pairs (breakout rooms) followed by quick OCFB.

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

Meaning We use imperatives to issue orders and commands (Sit down!) or warnings (Run!), provide instructions (Add water), give directions (Turn left), and provide friendly advice or suggestions (Walk your dog!). (Positive) - Walk your dog everyday. - Go swimming sometimes. We sometimes use the positive form of imperatives to provide friendly advice or suggestions, but it is stronger than “How about you walk your dog everyday?” or “You should go swimming sometimes.” It is saying that you really should do something. (Negative) - Don’t eat junk food. - Don’t drink beer everyday. We use the negative contraction “don’t” to tell someone not to do something in a friendly manner. “Do not (eat junk food) sounds more like an order than friendly advice maybe because more emphasis is put on “do not” than “don’t”. Is this asking someone to do something? No Is this giving friendly advice? Yes Does he have to walk his dog everyday? No Form Form Positive Imperatives Base Verb without subject (pronoun or noun) Walk your dog everyday. Base verb + adjective + noun + adjective Go swimming sometimes. Base verb + noun (gerund) + adjectives Negative Imperatives Don’t (contraction) + base verb without subject (pronoun or noun) Don’t eat junk food. Contraction (do not) + base verb + noun Don’t drink beer everyday. Contraction (do not) + base verb + noun + adjective Form Positive Imperatives Base Verb without subject (pronoun or noun) Walk your dog everyday. Base verb + adjective + noun + adjective Go swimming sometimes. Base verb + noun (gerund) + adjectives Negative Imperatives Don’t (contraction) + base verb without subject (pronoun or noun) Don’t eat junk food. Contraction (do not) + base verb + noun Don’t drink beer everyday. Contraction (do not) + base verb + noun + adjective CCQs: Can we say “You walk your dog everyday?” No Do we say “Do not drink beer every day?” No Pronunciation O O Walk your dog everyday. wɔːk jə dɒg ˈɛvrɪdeɪ. O O O Go swimming sometimes. gəʊ ˈswɪmɪŋ ˈsʌmtaɪmz O Don’t eat junk food. dəʊnt iːt ʤʌŋk fuːd. O O Don’t drink beer everyday. dəʊnt drɪŋk bɪər ˈɛvrɪdeɪ. Appropriacy Briefly discuss when it is appropriate and not appropriate to use imperatives using slides and demonstrating different pronunciation and intonation.

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

Gap-Fill I will adapt the items in ex. 4 on P.51 of the WB on Google Docs. Ss will do this individually and then check in pairs in breakout rooms followed by OCFB.

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

Ss to think of four more ways to get fit for a friend in pair/groups in break out room followed by OCFB and DEC.

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