Ingles 6ta Semana III Periodo (Septiembre 17 - Septiembre 21)

Infinitives of purpose

Module 3, Unit 1, Lesson 5, Page 102-105

Time: 4 hours

Grammar: Sentences with to + infinitive

Vocabulary: Adjectives for describing things

Listening: A discussion about Bullying /s/ /z/ and /_z/

Reading: Violence in our towns

Speaking: Discussing questions related to a blog entry

Writing: A short news article about a conflict

This lesson explores the topic of bullying at schools in relation to physical appearance. During this lesson, students will read articles about children who have been bullied by their classmates because of their physical appearance and will express their opinion about beauty concepts.

1. List five things that you think are beautiful. They can be objects, buildings, etc.

·        Start the lesson by asking students to think about the concept of beauty. You may want to refer students to a dictionary to determine how the word is defined by authoritative sources.

·        Discuss with the class whether the word beautiful is limited only to things you can see. For example, can you describe a piece of music as beautiful? How about the smell of a flower? A poem? Someone’s actions? Explore these questions with your class.

·        Give students a few minutes to formulate their lists individually. Remind them that they can write the names of places, people, works of art, music, nature, or anything else they find beautiful.

2. Look at the adjectives for describing things. Then look again at page 98 and add any adjectives from there which you think are useful for describing things.

·        Refer students back to the vocabulary they learnt at the beginning of lesson 4. The words in the boxes are useful words for describing; the words from lesson 4 can be added to these.

3. Now write a description of one of the things that you listed in exercise 1. Include as much detail as possible.

·        Ask students to look at the items they chose in exercise 1 and choose one. In this case, they will need to choose an item that can be described using the vocabulary given (i.e. a tangible object rather than a poem or piece of music).

4. Read the information. Then listen and repeat.

·        Refer students to the Say it! box. Tell them that the plural –s or –es may be pronounced in different ways; the pronunciation depends on what comes immediately before the ending.

5. In pairs, describe your objects to each other, but don’t say what they are. Listen to the descriptions and try to guess what the objects are.

·        Ask students to carry out this activity in pairs. Monitor and help where necessary.

6. Read the article. What do Alfie’s parents want to do?

·        First, ask students to look at the picture of the boy. Tell them his name is Alfie. Elicit descriptions of the boy. Write these on the board. Ask students to speculate on how he is feeling, e.g. happy, sad, angry, etc.

7. Select the correct option to complete the sentences.

·        Ask students to work in pairs to complete this exercise.

·        Check answers as a class. Review any vocabulary that might be new or challenging.

8. Discuss the questions in small groups.

·        Ask students to work in groups of three or four to discuss these questions. Some sensitivity may be required, as individual students may themselves have been victims of bullying. If this arises, speak to the student individually about how much he/ she wants to talk about. Focus on the positive aspects of the discussion, i.e. what can be done to stop bullying.

9. Look at the sentence. Label its parts with the words in the box.

·        The focus of this section is the use of the expressions verb + to and verb + somebody + to. This exercise requires an understanding of language used to describe the components of a sentence; you should first review with students the words object, infinitive, subject, and main verb.

10. Complete the sentences below from the article on page 103.

·        Students confirm their understanding of the meaning and use of the target structure.

·        Check as a whole class.

11. Rewrite the sentences using the verbs in brackets.

·        For further consolidation of the target structure, ask students to complete this exercise in the same pairs. Model the first sentence, then give pairs time to complete the exercise.

12. Think of the problem of bullying in your school. Write some sentences about the actions that people in your school can take to improve the situation.

·        Draw students’ attention to the model sentence. Look at the parts of the sentence and identify each one, e.g. subject, main verb, object, and so on.

13. Listen to Andrea talking to her mother about a bullying experience she had. Answer the questions.

·        Tell the class they are going to listen to a girl talking about her experience of being bullied.

15. Read the blog entry. Then discuss the questions in groups.

·        Spend a few minutes talking with the class about blogs—what they are, where they are found, who writes them, why people write them, and so on.

16. Work in small groups. Write a short news article like the one on page Use the model below to help you plan.

·        Write the question words who? what?, where?, when?, why? on the board. Explain that well-written news stories often contain the answers to these questions. As such, these words are a useful starting point for writing a news story.