Topic:
Causatives
Number:
25
Age of learners:
15-16
Level of learners:
Intermediate level
Duration:
45 min
Skills:
Reading, writing, speaking, listening
Objectives: By the end of this lesson, learners will have learnt the
causatives. They will be able to use causatives in the sentence.
Possible Problems: The learners may have difficulty in understanding the
instructions given by the teacher. Some of the learners may feel shy and never
give answers in target language. There may be too much noise in groups. The
learners may switch to L1. The learners may have difficulty with pronunciation.
Possible Solutions: The teacher attract the learners on topic by using
interesting materials. The teacher should be alert and monitor the learners.
The teacher may correct them in a tactful way.
LEAD IN
Aims:
to prepare the learners to the lesson.
to attract the learners’ attention to the
topic.
to have the learners be ready for the topic.
to activate the learners’ schemata.
Procedure: The teacher greets the
learners and shows them some pictures about money. He asks some questions about
them. Then, he gets the ideas about how to save money.
Skills: Speaking
Materials: Pictures
Duration: 3 - 5 minutes
LISTENING & READING COMPREHENSION
Aims:
to help
the learners understand the main idea of the text.
to
have the learners scan the passage to find the correct answers.
To
make the learners to get specific informations from the text.
Skills: Listening, reading (skimming and scanning)
Materials: Handouts, audio
script
Duration: 10 - 12 minutes
Procedure: The teacher wants
them to listen to the audio script which includes interviews about saving money.
Firstly, the learners listen to the audio script to get the main idea then they
listen to the audio script again to complete the blanks in the text. After that
the teacher moves onto the reading part. He asks them to answer the first 4
reading comprehension questions. The learners answer the questions. Then, they
check the answers all together.
DO IT YOURSELF!
Have you ever
cut your own hair to save some money?
“I have
actually. But it looked so bad that I went to the most expensive place
in town and had a hairdresser cut it again. I will never try it again!
Now I always have it cut at a good hairdresser. I make my friend cut my bangs. Although she doesn’t want to do
it, thanks to her I save some money.”
Du Ho Kim (Seoul, South Korea)
Do you do
your own car repairs?
“Well, I can
do routine things like putting oil in the car. But, to be honest, I make
my brother fix most things. And if there is something seriously wrong
with my car, I make my uncle take a look at it at his garage. He is a
bit penny pincher and he doesn’t
want to do any job for free. But I can make my uncle fix it pretty cheaply,
since I’m his nephew. I also take the car in for service there once a
year.”
Marcus Aldovar (Bogota, Colombia)
Do you
decorate your own house?
“My wife and
I are having a new house built right now, but we are going to do all the
painting and decorating ourselves. We’ve done it before. My sister is an
interior designer, so we will have
her choose the colours and have her pick out our curtains, too.
She has got a great taste.”
Martin and Jill Snow (Calgary, Canada)
Do you ever
do your own repairs around the house?
“Not anymore!
Once I tried fixing the dishwasher myself because I didn’t want to pay
to have someone come and repair it. But I didn’t realize I had to turn off the
water first .So I fixed the problem, but I flooded the entire
apartment! Then, I had the water damage repaired and it cost a fortune!”
Daniel Clark (Miami, U.S.)
A)Read the text and answer the
questions below.
1) What is the text about?
- It’s about saving money.
2) Why did Du Ho Kim go to a hairdresser
after he cut his own hair?
- Because it looked bad.
3) Why did Martin Snow have his
sister choose the colours?
- Because she is an interior designer.
4) What cost a fortune to Daniel Clark?
- Having the water damage repaired cost
a fortune to his.
GRAMMAR TEACHING (ELICITATION)
Aims:
to
lead the learners to the form of the grammar structure.
to explain the usage of the grammar structure.
to
lead the learners to the meaning the grammar structure with the help of the
text.
Skills: Speaking (grammar)
Duration: 15 - 17 minutes
Procedure: The teacher wants learners
to answer the rest of the comprehension questions. Then, he shows one example
sentence which contains the target structure. The teacher wants the learners to
look at the sentence taken from the text and he asks them some form questions. Firstly,
he tries to elicit the form of the grammar structure from the learners. After
eliciting the form, he summarizes the sentence in grammatical patterns with the
help of the learners. Then, in order to lead the learners to the meaning and
the usage of the structure, he asks some concept checking questions. Then the
teacher asks some function questions so he can elicit the function of the
sentence from the learners. This process will be revised twice for each pattern
with the help of the target sentences.
CONCEPT CHECKING QUESTIONS
5) What
does Du Ho Kim do to save money?
- He makes his friend cut his bangs.
Meaning:
Does he cut his hair himself? (No)
Does he ask someone else to do it? (Yes)
Does he force someone else to do the
job? (Yes)
Do we know who cuts his hair? (Yes)
Function:
Why do we use it in daily life? (To
force someone to do something for us)
Form:
Do we use the object before the verb?
(No)
Do we use bare form of the verb?
(Yes)
Can we change the places of the verb
and object? (No)
Make
+ somebody + do (bare) + something
6)What does
Marcus Aldovar do when there is something seriously wrong with his car?
- He makes his uncle take a look at it
at his garage.
Meaning:
Does he take a look at his car
himself? (No)
Does
he ask someone else to do it? (Yes)
Does
he force someone else to do it? (Yes)
Do
we know who does the job? (Yes)
Function:
Why do we use it in daily life? ( To force someone to do something for us)
Form:
Do we use the object before the verb?
(No)
Do we use bare form of the verb?
(Yes)
Can we change the places of the verb
and object? (No)
Can we change the places of the
subject and object? (No)
Make
+ somebody + do (bare) + something
7) How
does Du Ho Kim have his haircut?
- He
always have it cut at a good hairdresser.
Meaning:
Does he cut
his own hair? (No)
Does he ask someone else to do it?
(Yes)
Does he force someone else to do it?
(No)
Function:
Why do we use it in daily life? (To get someone to do a job
for us without forcing)
Form:
Do we use verb after noun? (No)
Do we use “have” before the verb? (Yes)
Do we use object before the verb? (No)
Have + somebody + do (bare) + something
8) What will Martin Snow do about
painting?
- He
will have his sister choose the colours.
Meaning:
Will he choose the colors himself?
(No)
Will he ask someone else to do it?
(Yes)
Does he force him to do the job? (No)
Function:
Why do we use it in daily life? (To get someone to do a job
for us without forcing)
Form:
Do we use verb after noun? (No)
Do we use “have” before the verb? (Yes)
Do we use object before the verb? (No)
Have + somebody + do (bare) + something
RESTRICTED OUTPUT
Aims:
To help learners internalize the newly covered
structure.
To help learners practice
what they have already know.
To make learners
use the new grammar structure.
Procedure: The
teacher asks them to look at the handout and complete the “fill in the blanks”
activity. Then they check the answers all together.
Skills: Writing (grammar)
Materials: Handouts
Duration: 4- 5 minutes
B) Fill in the blanks using
‘’have, make” and the verbs in parenthesis. Pay attention to the tense changes.
1) Sue
had the mechanic adjust the brakes of her car before she
set off. (adjust)
2) If
she doesn’t make her daughter eat
her vegetables, she won't eat them. (eat)
3) I
had the bell boy carry my suitcases because they were
very heavy. (carry)
4) She
made her husband help her clean the kitchen. (help)
5) My
father had the men plant some beach trees on the farm last
month. (plant)
6) Angela
always makes her brother do her homework for her. (do)
VOCABULARY TEACHING
Aims:
to have learners to learn some new words by using matching
technique.
Duration:
3 - 5 minutes
Skills:
Reading (vocabulary)
Procedure: The teacher gets the learners
to look at the vocabulary exercise on their handouts and learners answer the
questions. Then they check their answers all together.
C) Match the words with the
correct definition.
1) Bangs (d)
2) Penny
pincher (c)
3) Interior
designer (b)
4) Cost
a fortune (a)
a) to be extremely expensive
b) a person who plans the decoration of the inside of a house
c) a person who loves money and hates spending it
d) the front part of the sb’s hair that hangs over their forehead
AUTHENTIC OUTPUT
Aims:
To create a natural
environment for practicing the newly covered structure.
To help learners combine
what they have already known with the newly learned structure.
To
entertain learners when they use new grammar structure.
To
provide them with a communicative activity.
Procedure: In groups of 4, they play a board
game related to causatives. They start to the game and roll the dice. If they
can make a correct sentence using the information on the square they are on,
they proceed to that square, if they answer is wrong they don’t move and it
continues like this until someone reaches the finish.
Skills: Speaking
Materials: Board game
Duration: 7 - 9 minutes
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