Lesson Plan Grammar

Date

:20/03/2009

Class Level(s): Lower Intermediate Subject(s): English Second Language Duration: 1 hour Lesson Type:Grammer- The use of imperatives by doing activities after the students have been given a brief instruction about the structure of imperatives. Goals: The students will learn how to construct imperatives. Objectives: Students will construct imperatives on their own to fit practice situations such as giving instructions,advice,making recommendations and suggestions for making offers. Materials: •

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Various predetermined objects such as an apple, a pen, a toy car, a book, and a ball placed on a table with a chair,classroom objects . Blank note cards. Note cards with prewritten sentences on them, such as The ball needs to be on the chair. The car should be under the table. Is the pen on the apple? It should be. Don’t put the eraser in your bag.Put it on the table. Turn on the aircondition. Run to the office. Have a bit more fruits. See the doctor.It’s the best thing. Assumptions: Students proficient in affirmative and negative sentences,infinitive form of verbs, adjectives and request. Anticipated problems and solutions; Problem; confusion regarding the use of nouns or pronouns at the beginning of the imperatives and the use of direct or indirect object and verb placement. Solution: Elicit sample request expressions and other prompts from students,then use them to explain the above problem. Strategy 1

Time: 15 minutes

Interaction patterns; teacher> student and student> teacher. Purpose of procedure: To interest students:to connect verbs ,adjectives and objects together by giving commands. Presentation; The teacher elicit some verbs and adjectives from students and writes them on the board.Teacher tells students to secondly join a verb and an adjective for example ‘ Run faster”. Teacher explain to students that most basic imperatives in English use a verb only, such as: Go! Eat! Run! You can add to these by placing adjectives and comparatives after the verb: Go away! Eat now! Run faster! Direct and indirect objects are placed directly after the verb with the indirect objects following the direct objects: Go to the store now! Eat your food! Run home faster! Hit the ball! Hit the ball over the fence! You is not added, because it is understood. (You) Hit the ball! NOTE: Put the necessary contents of the imperative in this order: Verb + Direct Object + Indirect Object + Comparatives + Adjectives Strategy 2: Create Imperatives Interaction patterns :Teacher > student. Timing:15minutes Objective: Have students create their own imperatives Procedure: On one note card for each student, have them write FIVE imperatives of their choice that have not been given as examples. One imperative will be telling a friend what to do, one giving instructions, one giving an advice,one making an offer ,one making a suggestion. Have them read one imperative from their card to the class. They choose which one. Collect the cards when they are done for a "daily grade", and use the good examples in future activities, such as activity 2. Strategy 3: Involvement

Interaction pattern:Student> student.

Timing:30minutes

Objective: Have the students create useful imperatives for a real life situation. Procedure: Give each student a pre-prepared card. Have the first two students come up to the table. Without doing anything but speaking, the first student must give the proper imperatives to the second student in order to satisfy the condition on their card. When this is done, the first student sits done in their seat, the second student takes their place, and the next student takes the second student's role. Continue this until the last student gives imperatives to the first. Extension: Outside Class Activity Interaction pattern:Teacher>student. Procedure: Have the students write down, in English, ten imperatives, which they hear in their everyday lives. Assessment: If the second student performs the proper task. Then the message was transmitted, and both students have an understanding of the material. If the imperative is improperly formed, teacher provides appropriate feedback and let students try again