Date :20/03/2009

Class Level(s): Lower Intermediate

Subject(s): English Second Language

Duration: 1 hour

Lesson Type:Grammer- The use of imperatives by doing

activities after the students have been given a brief instruction
about the structure of imperatives.

Goals: The students will learn how to construct imperatives.

Objectives: Students will construct imperatives on their own to fit

practice situations such as giving instructions,advice,making
recommendations and suggestions for making offers.

Materials:

• Various predetermined objects such as an apple, a pen, a toy

car, a book, and a ball placed on a table with a
chair,classroom objects .
• Blank note cards.
• Note cards with prewritten sentences on them, such as

The ball needs to be on the chair.

The car should be under the table.
Is the pen on the apple? It should be.
Don’t put the eraser in your bag.Put it on the table.
Turn on the aircondition.
Run to the office.
Have a bit more fruits.
See the doctor.It’s the best thing.

Assumptions: Students proficient in affirmative and negative

sentences,infinitive form of verbs, adjectives and request.

Anticipated problems and solutions;

Problem; confusion regarding the use of nouns or pronouns at
the beginning of the imperatives and the use of direct or
indirect object and verb placement.
Solution: Elicit sample request expressions and other
prompts from students,then use them to explain the above
problem.

Strategy 1 Time: 15 minutes

 Interaction patterns; teacher> student and student>
teacher.
Purpose of procedure: To interest students:to connect verbs
,adjectives and objects together by giving commands.

Presentation; The teacher elicit some verbs and adjectives

from students and writes them on the board.Teacher tells
students to secondly join a verb and an adjective for example
‘ Run faster”.

Teacher explain to students that most basic imperatives in

English use a verb only, such as: Go! Eat! Run!
You can add to these by placing adjectives and comparatives after
the verb: Go away! Eat now! Run faster!
Direct and indirect objects are placed directly after the verb with the
indirect objects following the direct objects:

Go to the store now!

Eat your food!
Run home faster!
Hit the ball!
Hit the ball over the fence!
You is not added, because it is understood.
(You) Hit the ball!

NOTE: Put the necessary contents of the imperative in this order:

Verb + Direct Object + Indirect Object + Comparatives + Adjectives

Strategy 2: Create Imperatives

Interaction patterns :Teacher > student. Timing:15minutes

Objective: Have students create their own imperatives

Procedure:

On one note card for each student, have them write FIVE
imperatives of their choice that have not been given as examples.
One imperative will be telling a friend what to do, one giving
instructions, one giving an advice,one making an offer ,one making
a suggestion. Have them read one imperative from their card to the
class. They choose which one. Collect the cards when they are done
for a "daily grade", and use the good examples in future activities,
such as activity 2.

Strategy 3: Involvement
Interaction pattern:Student> student. Timing:30minutes

Objective: Have the students create useful imperatives for a real life
situation.

Procedure:

Give each student a pre-prepared card. Have the first two students
come up to the table. Without doing anything but speaking, the first
student must give the proper imperatives to the second student in
order to satisfy the condition on their card. When this is done, the
first student sits done in their seat, the second student takes their
place, and the next student takes the second student's role.
Continue this until the last student gives imperatives to the first.

Extension: Outside Class Activity

Interaction pattern:Teacher>student.

Procedure: Have the students write down, in English, ten

imperatives, which they hear in their everyday lives.

Assessment:

If the second student performs the proper task. Then the message
was transmitted, and both students have an understanding of the
material.
If the imperative is improperly formed, teacher provides appropriate
feedback and let students try again