c






  20 minutes
   Intermediate 
c  F/M

 18 -«
 Pictures, text, worksheets 
  Ss/Ss-T/Ss

 Students know simple present, past tenses; passive voices; relative
clauses; gerunds and infinitives, µ¶when¶¶ adverbial and µ¶if¶¶ clauses; the pattern of
µ¶used to¶¶ and µ¶to prefer something to another¶¶. 

   
ΠTime management can be a problem because the teacher needs to focus on a
lot of points. (The solution; s/he may take a sentence as a sample in both
explaining the grammatical pattern which is µ¶would rather¶¶ and practicing the
pattern in the restricted use activity and a sample group in the authentic use
activity.)
ΠComprehension questions and the concept questions are generally the same,
which may be boring for the students. (The solution; s/he may simplify and
vary her/his language.)
Œ Grouping is a hard issue since I don¶t know how many students we will have
and how the seating arrangement will be beforehand. (The solution; s/he may
arrange the seating and count the students beforehand, if s/he has enough
time.)


!

ÿy the end of the lesson,

"# the students will have covered ³would rather´
$# the students will have covered grammar structure of ³would rather do
something than something else ´
%# the students will have practiced the grammar structure 
&# the students will have produced sentences using the structure. 

'
() 

 3 minutes
 photos of some famous actors and actresses
  Ss/Ss-T/Ss
'*    to answer the teacher¶s questions and to share their opinions
with the class +
cwhole class 


å To motivate students to get to the topic
å To arouse curiosity among students
å To set the stage for the reading passage
å To involve students in the topic by drawing attention

 
"# The teacher greets the students with a smiling face .
$# The teacher asks the students whether they like watching films and kno w
these famous actors and actresses or not.
 %# The teacher asks the students the similarities between these famous people .
&# The teacher says there is another common point they have which is their
insistence on being actors and actresses in spite of their paren ts¶ disapproval.
,# The teacher motivates Ss to read the text by asking µ¶Do you want to find out
why these people who want to be actors or actresses insist on being one .
-# Then the teacher sets the stage for reading the text and handouts the text.



.(
 
/


  3 min.
 Worksheets
  T/Ss
'*  Ss read the text 
cWhole class


(To get to the topic/main idea
( To contextualize the grammar rule
- To move into the grammar smoothly
- o practice reading skills


 
"# The teacher asks some comprehension questions in order to see if students
understand the text or not. 
$# The teacher asks µ¶What do you think about why they insisted on being actors,
what is the reason, why don¶t most parents want their children to choose
acting as a job, when Claude became an actor what did he do, did he want to
be called another name, what was written on his tombstone?¶¶ 
%# The teacher collects the students¶ answers.
&# In order to get the sentence which includes grammar topi c from the students,
the teacher asks some other questions. 
,# For the sentence the teacher asks these questions: ¶¶How do many actors
want to be called, they want their real names or what? if there is not any
answers, the other question ready is µ¶Do many actors want to change their
real names or want to use them?. 
-# After getting the sentence, the teacher sticks it on the board. 


 




#
c

 2 minutes
 flashcards the sentence written on
 : T/Ss
'*    Ss are asked to focus on the meaning of the sentence which
includes the grammar item. 
cWhole class



( To elicit the grammar point
( To ensure that students get the meaning of the grammar point


 
"# The teacher sticks the sentence elicited from the text on the board.
$# The sentence is: ³Many actors would rather want different names than their
real names.´
%# The teacher asks students to look at the sentence on the board.
&# The teacher asks such concept questions as ³How many objects are there?´
(2) ³How many options do these actors have?´ (2) ³What are they?´ (different
names and their real names ³So which one of these two options do these
actors prefer/want.´ (different names; if the teacher couldn¶t get this answer,
s/he asks different names or their real names by showing the sentence; if
again s/he couldn¶t get it, s/he points out the first object which is µ¶different
names¶¶ by using µ¶instead of¶¶ and showi ng the sentence.)¶¶ 
,# The teacher elicits the meaning of the new grammar structure .

#0 

 : 2 min. 
 flashcards the sentence and components of the sentence written on
  T/Ss
'*    The students answer some questions ab out the form of the
grammar point.
cWhole class 


- To have a look at the are a of the grammar
- To analyze language
- To give students the form of the new structure
- To have students understand the form of the new structure.

 
"# The teacher asks some questions ³What is our subject in this sentence?´
(Many actors) ³What comes after the subject?´ (would rather; if there is a
question about whether would rather is past or not, s/he explains its form
seems past but it is present.) ³After µ¶would rathe r, is µ¶want¶¶ in past form or
bare form?´ (in bare form) ³What is our object ?´ (different names; if they say
both of the objects s/he explains them as the first object and the second
object) µ¶What comes after the first object?¶¶ (than; s/he explains that we cannot
divide would rather and than, we have to use them together.) µ¶ What do wee
see at the last part?¶¶ (their real names; as we said before this is our second
object)
$# Ss answer the questions
%# The teacher clarifies the grammar rule by sticking the flascards.

#0)


 1 min+
 flashcards the function of the grammar point written on
  T/Ss
'*    The students answer some questions about the use of the
grammar point.
cWhole class 



- To help students understand the use of the grammar point 
- To show the usage of the structure in daily life, where and when and in which
situations they can use this structure. 


 
"# The teacher asks some questions ³In which situation and when do we use this
form?´( if there is not any answers, s/he shows the sentence and reminds
them of two options) ³Can we say we use it when we two options and choose
the first one instead of the second one?´ ³Can we say we use it when we
prefer one option between two?´
$# Students answer the questions.
%# The teacher clarifies the function of the structure. 



.)

!
1

 3 min+
 Worksheets 
 T/Ss-Ss/Ss
'*   Students read the situation and re -order the jumbled sentences
according to the situation given before.
c Whole class 


- To restrict the language needed and require the use of the target items
- To practice the grammar point
- To have students focus on the accuracy of the structure
- To have students understand the form of the new grammar item better.


 
"# The teacher gives the worksheets and wants the students to re-order the
jumbled sentences according to the situation given before
$# The teacher helps them by doing the first one together.
%# The teacher and students check them.


)
2
 )

!
1

 5 min.
 role cards
  Ss/Ss-T/Ss
'*  Students write a very short dialogue about key words given and
act it out in the class. 
c 6 groups


- To have students produce something by using the new grammar item.
- To have students focus on the fluency of the language .

 
"# The teacher divides the class into 6 groups.
$# The teacher gives some role cards key words written on to each group
%# On the role cards there are just some key words with two options, not the
utterances students are going to say.
&# Each group writes a short dialogue about their key words.
 ,# The teacher gives the instruction step by step:
å You are going to work in groups,
å Some of you will be family members and one of you will the person
working at a travel agent; family members can¶t decide where to go for
holiday, all members of the family want different places and things; the
person working at the agent will try to help,
å You are going to write a short dial ogue about your key words by
choosing one of two options.
å Then you are going to act it out.
-# The teacher does the instruction checking here if it is needed.
3# The students start to work with their group friends.
4# While they are working, the teacher monitors th e class and help students if
they need.
5# When they are ready one group act it out in the class.
"6#The other students watch and observe their friends.
""#After the game, the teacher and students talk about itand if needed the
teacher makes some error correction.

'
() 

 1 minute
 : ---
 T/Ss-Ss/Ss
'*  The students tell the teacher what th ey have covered today
cWhole class


- To summarize the lesson
- To make it more meaningful

 
"#The teacher asks some questions about what they have covered today.
$#The teacher summarizes the lesson with a few sentences.

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