THE LESSON
The overall
purpose of the lesson is :
· To teach in order to and so that to introduce clauses of reason/purpose
Class : The class consists of 12
adult learners, all Italian L1, at a
good CEFR B1 level. The classroom is equipped with an IWB.
Lesson : 60 mins
Presupposed
knowledge : Learners will already know the use of to +
infinitive to express purpose. They will have met the expanded form in order to, but will not use it
spontaneously
Stage One (15 mins)
a)
T/class : The T. shows the learners a picture
of a bicycle on the IWB. Elicits what it is focuses on a few connected words
and expressions : wheels, tyres, flat
tyre, handlebars, saddle, to ride a bike, to fall off a bike
b)
T/class :
T. explains the activity : she will “give” the bike to the group that
comes up with the best reason for wanting it, whether for the group as a whole
or for one individual.
c)
GW discussion : T monitors noting reasons that ss
think of. Notes on the board what they say using because – eg I need the bike because there’s a lot of
traffic in the mornings and I could get to work more quickly The first reason is written up on one IWB
page, leaving space below. The others
(approx 5) are written up on the next page.
d)
T/Class : T asks each group to explain their
reasons for wanting the bike, and “awards” the picture to the group with the
best idea.
Stage Two (5 mins)
T/Class : T. focuses on the first reason written on the
IWB. Establishes that it is correct, but tells the class that they’re going to
look at other ways of expressing reasons. Asks Ss if they can say the same
thing using to instead of because : eg – I need the bike to get to work quickly in the morning. T. confirms
the sentence but writes up I need the
bike -------- --------- to get to
work quickly in the morning. Asks Ss
what the missing words are and elicits or feeds in in order. Explains the
phrase as an alternative version of the infinitive of purpose.
Stage Three (10 mins)
a) T/Class : T shows the next “reason” noted on
the board, and asks Ss to transform it to a sentence using in order to. When she is confident that they have understood, she
asks them to continue working on the other sentences in pairs.
b) PW :
Ss rewrite the boarded sentences using in
order to. T. monitors to check that
Ss are on task and helping if necessary.
c) T/Class : Answers elicited and confirmed corrected.
Stage Four (10 mins)
a) T/Class :
shows the next picture on the IWB – an ipad. Elicits what it is and what
you can do with it. Tells Ss it’s the next “prize”.
b) GW Discussion : T. monitors noting language used
and feeding in lexis if asked. When Ss have decided, stops the activity and
asks them to plan what they are going to say to the class. Asks them to justify
their need for the ipad using in order to.
Gives planning time.
c) T/Class : T. elicits the reasons (with in order to) and writes on board. Awards
the “prize”.
Stage Five (10 mins)
a) T/Class : T. focuses on the first reason
written on the IWB. Reads it out, but converts it to so that. Elicits what she said from the class, and writes it up
under the original sentence. Focus on SV
syntax of new sentence.
b) T/Class then PW : T. asks Ss to transform the other
sentences from stage 4c, then in pairs to transform those from stage 3c. T
monitors to check Ss are on task, helping as necessary.
c) T/ class : T elicits answers, confirms or
corrects
Stage Six (10 mins)
a) GW : T shows the next picture – a baby elephant –
and groups discuss their reasons for wanting it. T monitors language use and
feeds in lexis if asked. When Ss have decided, stops the activity and asks them
to plan what they are going to say to the class. Asks them to justify their
need for the elephant using so that. Gives planning time.
c) T/Class : T. elicits the reasons (with so that). Awards the “prize”.
Stage Seven
(if time)
The
activity continues using other pictures (a bucket of mud, a glass of water, a
digital camera, a Ferrari etc). The T. monitors for language use, but no longer
“pushes” the learners into using the TL during the report stage.
Homework
