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Negative Imperatives and Idioms
Objectives:
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The
learner will identify negative imperatives in a variety of sentences
with 100% accuracy. |
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The learner
will use positive and negative imperatives and selected idiomatic
phrases in written and spoken dialogues. |
Duration:
2 hours
Materials:
Activities:
High-Beginning and Low-Intermediate
Learners:
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Teacher reviews structure of commands,
highlighting differences between positive and negative imperative
forms.
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Teacher
conducts restatement drill using negative imperative form (for
example, Teacher: "Tell her not to cross the street." Learner:
"Don't cross the street." Teacher: "Tell him
not to drive so fast." Learner: "Don't drive so
fast!")
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Teacher distributes Everyday Short Dialogue
worksheet to class. Learners work individually to identify and re-write
contractions, and identify positive and negative imperatives.
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Teacher
distributes Useful Imperatives and Idioms reference sheet, allowing time for
oral practice and clarification of meanings.
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Learners
re-write and expand their Map Activity dialogues from previous lesson,
inserting at least four new idiomatic expressions into their dialogues and
three negative imperatives. Option for advanced students: create a new
dialogue or one modeled after any of the dialogues on the Everyday Short
Dialogues worksheet, using at least five new idiomatic expressions and four
negative imperatives.
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Paired
learners share, review and correct each other's dialogue.
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Teacher
selects three-four learners to read their dialogue to the class.
High-Intermediate Learners:
Objectives:
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The learner will perform self assessment of
irregular verbs.
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The learner will use irregular verbs in
written and spoken sentences.
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The learner will read and comment on a current
newspaper article (see
article and worksheet).
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Activities:
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Learners continue with ongoing independent
self-assessment using
Irregular Verb Page and
Irregular Verb Jeopardy, as described in
Introduction
to Computers and Computer Vocabulary (30-60 minutes each evening).
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Learners read complete
newspaper article questions from previous class; teacher guides
discussion.
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Learners assist high-beginning and low-intermediate
learners with map activity.
Assessment:
High-Beginning and Low-Intermediate
Learners:
Teacher monitors verbal and written dialogue activity, assesses individual
responses to Everyday Short Dialogues worksheet.
High-Intermediate Learners:
Teacher observes learner progress,
making note of problem areas and providing correction and additional
practice as required.
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