A SAMPLE LESSON PLAN ‘What follows here is a lesson plan designed by Safa Lateef for first-year college students attending a prerequisite English language class at Salahaddin University in Erbil, Iraq. The 25-30 students in the class range in age from 18 to 23. Their proficiency level is high-beginner to low-intermediate. Their Ls are Arabic and Kurdish. In her introduction to the lesson plan Lateef noted that the lesson reflects principles of Task-Based Language Teaching (TBLT) with (a) pre-, main, and post-task phases; (b) a primary focus on meaning; and (c) at least one task that employs focus on form, Formative assessment is accomplished by informal observation of student performance during tasks and through the extra-class “homework” assignment. Imperatives Lesson Plan. ‘Target Audience and Context: EFL students in Salabaddin University tn Erbil, Iraq Learner Level: High beginner/Low intermediate Class size: 25-30 Class length: 90 minutes ‘Terminal objectives Students will be able to: * Give instructions and commands using imperatives. * Use imperatives in a socially appropriate manner. Enabling objectives Students will be able to: * Practice imperatives through an information gap activity. * Categorize giving imperative commands in terms of appropriateness. * Practice giving appropriate commands using imperatives through a situational activity. Materials * YouTube video (youtube.com/watch?v=E_FzgtlVzb1) * Whiteboard and markers + Vocabulary matching handout (Appendix A) + Fill-in-the-blanks handout (Appendix B) My favorite dance (Appendix C) Uses of commands handout (Appendix D) Application of commands in different situations handout (Appendix E) Time and Materials Procedures 3-5 min. Welcome * Ask about Ss weekend, and how they spent it. * Take attendance.210 CHAPTER 10. Lesson Planning 25-27 min. Appendix A (Vocab. matching handout) ‘YouTube video (youtube.com/ watch?ev=E_ FrgtlVzbD) Appendix B ill-in-the- blanks handout) Pre-Task: Introduction/schemata activation Tell Ss they are going to watch a video on how to dance the Moonwalk so that they can see an example of giving ‘commands in context. Distribute a few snapshots from the video and ask $s to predict how the Moonwalk is danced. Ask $s which famous singer is associated with it. Distribute vocabulary-picture match-up worksheet (Appendix A). Ask $s to work independently; give them 5-7 minutes. Prompt a few Ss to share their answers and explain any difficult word. Stimulus material: YouTube video Show entire video once through; have $s just watch, so they have a general idea about the video. ‘Ask §s if they understand the content of the video after watching it Distribute fill-in-the-blanks handout (Appendix B). Play video a second time through and ask $s to complete worksheet as they watch the video. Review the answers and ask Ss to keep the handout with their answers on it, as they will return to the handout later. Direct students to compare Moonwalk to cultural Kurdish dance to further activate their cultural and content schemata. 20-23 min. Appendix C (My Favorite Dance) Main Task: Information gap activity ‘Ask Ss to form pairs. Distribute Appendix C: My Favorite Dance. Have them take turns describing a favorite dance by giving instructions to their partner, using imperatives. As a reference, have them use the script from the video (provided in Appendix C). Tell $s that the dance could be from Iraqi/Kurdish culture. Some examples from Kurdish dance are: Se peyi dance, Du peyi dance, or Hawrami dance. ‘Ask each pair to share the description of theit dance with another pair, after describing the dance. Student pairs guess each other’s dances. Ask Ss to take notes while working on this activity, as the teacher will randomly pick some pairs to share their favorite dance. Allow the pairs 15 minutes to discuss and take notes. Circulate the classroom for support.CHAPTER 10. Lesson Planning 211 20-23 min. Appendix B (Fill-in-the- blanks handout, again) Post-Task: Review of the main-task answers * Pick some pairs to share their responses by describing or modeling the dance. Have a couple of pairs write their responses on the board. Focus on Form * Asa class, review the language Ss just used. * Draw $s’ attention to the student-generated sentences on the board, * Ask Ss to compare these sentences with the completed script-gap (Appendix B) to notice the form and how it is used, and to notice their errors if they have any. * Invite Ss to correct any errors on the board. * Elicit the function of the imperatives used in the video (give commands) and during the main activity (give instructions). Transition + Ask students if they know some situations in which using imperatives specifically to give commands is appropriate and/or inappropriate. * Give students a few minutes to discuss with the person next to them. + Call on new volunteers to share responses. 20-23 min. Appendix D (Uses of command) Appendix E pplication of commands in different situations) Extended Post-Task: Register judgment activity *+ Distribute Appendix D: Uses of command. + Ask $s to circle yes, no, or maybe based on the appropriateness of the commands based on the situations. * Check their understanding of the activity directions. * Circulate the classroom for support. * After allowing them some time, open a discussion by inviting students to share and give reasons for their choice. Application of the register judgment * Distribute Appendix E: Application of commands in different situations. * Ask Ss to choose some of the situations from Appendix D to write a new imperative command for them. * Direct them to use J need you and Let's to soften the command, * Tell Ss that they can work alone. If they find the activity hard they can work with another student. * After 5-7 minutes solicit responses from those who haven't participated, 2-4 min, Closure: Application/Extra-class work * Ask Ss to select an activity they are interested in (such as a sport, playing a game, or cooking). + Tell them to post their topic on the blog and write a short description about how to do/play/cook by using mainly imperatives.212 CHAPTER 10. Lesson Planning Appendix A Vocabulary Matching Handout Student Name Directions: Write the correct word under each picture. balance trainers step slide snap swing duplicate lift a D y Lift E E G HCHAPTER 10. Lesson Planning 213 Appendix B (youtube.com/watch?v=E_FzgtLVzbI) Fill-in-the-Blanks Handout Student Name Directions: Watch the video and listen carefully to fill in the blanks on the script below: Get out your white socks and ______ on your gloves. Ladies and gentlemen, the Moonwalk: Step one you will need smooth surface, soft dance shoes or trainers, and comfortable clothes. Step two, starting position with your back straight and your feet together pointing forward. Step three, the L position: Next, ———— your right leg and place the toes of your right foot down on the floor approximately a foot behind your left leg. Step four, balance: If you feel off balance you can ___ the width between your legs to create a wider center of gravity. Step five, the —___;__. back onto your rear leg and slide the left heel back and into the floor so it finishes behind the right leg. At the end of the movement snap the heel of your left foot up off the floor. Top tip: the toes of both feet should never come off the floor even when the heels do. Step six, the —— As you your left heel up off the floor, your right heel should simultaneously snap down onto the floor. Step seven, copy: From the finishing position of the last move, _____ the slide on the other foot. Step eight, the head: To help create the illusion of the move, _____ a head movement. As you slide your leg back slowly, move your head forward as if it is being left behind the movement and then pull it back towards the body as you switch to the other foot. Step nine, the arms: ‘To make the step look better ______ your arms as if you are walking normally while keeping them in time with your legs movement. As your left leg slides back, your right arm should swing forward. For Teacher's use: Answer key: 1. Put 2. Start 3. Lift 4. Increase 5. Slide; slide 6. Snap; snap 7. Duplicate 8. Add 9. Swing Appendix C My Favorite Dance Student Name Directions: Describe a favorite dance to your partner by giving instructions using imperatives214 CHAPTER 10 Lesson Planning ‘The following script from the video handout is an example of the task: Get out your white socks and put on your gloves. Ladies and gentlemen, the Moonwalk: Step one you will need a smooth surface, soft dance shoes or trainers, and comfortable clothes. Step two, starting position: start with your back straight and your feet together pointing forward. Step three, the L position: Next, lift your right leg and place the toes of your right foot down on the floor approximately a foot behind your left leg. Step four, balance: If you feel off balance you can increase the width between your legs to create a wider center of gravity. Step five, the slide: slide back onto your rear leg and slide the left heel back and into the floor so it finishes behind the right leg. At the end of the movement snap the heel of your left foot up off the floor. Appendix D Uses of Command Student Name Directions: Circle yes if the imperative is appropriate in the situations below. Circle no if it is not appropriate, and circle maybe if you think it depends. Give reasons for your choice. Yes No Maybe A student says to a teacher, “Give me my test.” Yes No Maybe A father says to his son, “Let's clean your room.” Yes No Maybe An office assistant says to her boss, “Please copy this for me.” Yes No Maybe A customer says to a taxi driver, “Keep the change.” Yes No Maybe A teacher says to his boss, “Give me my paycheck.” Yes No Maybe A police officer says to a driver, “Do not park here.” Yes No Maybe A students says to a classmate, “Don't worry about the test. Relax.” Yes No Maybe A librarian says to students, “Be quiet.” Yes No Maybe — A boss says to a teacher, “I need you to begin your classes on time.” ‘Adapted from: Badalamenti, V., & Henner-Stanchina, C. (2007). Grammar dimensions: Instructor's manual (@nd ed.). Boston, MA: Thomson Heinle.CHAPTER 10. Lesson Planning 215 Appendix E Application of Commands in Different Situations Student Name Directions: Choose five of the situations from Uses of Commands worksheet and write a different command for each situation. Use I need you and Let’s to soften your commands. 1. Situation Customer to taxi driver Command Turn right at the next corner, 2. Situation Command 3. Situation Command 4. Situation Command 5. Situation Command 6. Situation Command Adapted from: Pavlik, C. (2004). Grammar sense, Oxford: Oxford University Press.