Speaking:
Causative Role-Play Scenarios
Grouping:
Time:
Pairs or small groups
20 minutes
Aim
Students will practice using causative structures in spontaneous speech through role-playing various scenarios.
Materials
• Role-play scenario cards detailing situations that require the use of causative verbs.
Preparation
• Prepare scenario cards that prompt the use of different causative structures.
Activity Breakdown
1. Divide students into pairs or small groups.
2. Distribute a scenario card to each group.
3. Students role-play the scenario, incorporating appropriate causative structures.
4. Each group presents their role-play to the class.
Instructions
1. Form pairs or small groups and receive a scenario card.
2. Discuss the scenario and plan your role-play, focusing on using causative structures.
3. Rehearse your role-play within your group.
4. Perform your role-play for the class.
5. Listen to feedback and reflect on your use of causative structures.
Concept Checking Questions
• “Which causative verb fits this situation: ‘have’, ‘get’, ‘make’, or ‘let’?”
• “Who is performing the action in this scenario?”
Examples
• I had the technician fix my computer.
• She got her assistant to prepare the report.
Extensions/Varations
• Harder: Introduce more complex scenarios requiring nuanced causative usage.
• Easier: Provide sentence starters to guide the role-play.
Error Correction
• Monitor role-plays, noting errors for a feedback session post-activity.
Writing:
Writing with Causative Structures
Grouping:
Time:
Individual
25 minutes
Aim
Students will apply their understanding of causative structures by composing sentences and short paragraphs that accurately utilize these forms.
Materials
• Worksheet with prompts requiring the use of causative verbs.
• Writing utensils or digital devices for composing texts.
Preparation
• Develop prompts or scenarios that naturally elicit the use of causative structures.
• Ensure prompts are relevant to students’ experiences or interests to increase engagement.
Activity Breakdown
1. Introduction (5 minutes): Review the form and function of causative verbs with the class.
2. Writing Task (15 minutes): Students individually complete the worksheet, crafting sentences or short paragraphs using causative structures.
3. Sharing and Feedback (5 minutes): Volunteers read their sentences aloud for class feedback and discussion.
Instructions
1. Review the causative structures we’ve discussed.
2. Read each prompt on the worksheet carefully.
3. Write a sentence or short paragraph in response to each prompt, ensuring you use the appropriate causative structure.
4. After writing, review your sentences to check for correct grammar and clarity.
5. Be prepared to share some of your sentences with the class.
Concept Checking Questions
• “Which causative verb best fits this context: ‘have’, ‘get’, ‘make’, or ‘let’?”
• “Is the subject causing someone else to perform an action, or is the action happening to the subject?”
Examples
• Describe a time when you had a service performed for you (e.g., I had my car repaired last week.).
• Write about a situation where you persuaded someone to do something (e.g., I got my friend to join the gym with me.).
Extensions/Varations
• Harder: Ask students to incorporate causative structures into a longer essay or narrative.
• Easier: Provide sentence starters or a word bank to assist in sentence construction.
Error Correction
• Collect the worksheets and provide written feedback on the use of causative structures.
• Highlight common errors during the class discussion and provide corrective examples.
Listening:
Causative Listening Comprehension
Grouping:
Time:
Individual
15 minutes
Aim
Students will identify and interpret causative structures within authentic dialogues.
Materials
• Audio clips featuring conversations with causative verb usage.
Preparation
• Select or create audio clips that naturally incorporate causative structures.
Activity Breakdown
1. Play the audio clips for the students.
2. Students listen and note down sentences containing causative verbs.
3. Discuss the meaning and structure of each causative sentence heard.
Instructions
1. Listen to the provided audio clip attentively.
2. Write down any sentences that use causative verbs.
3. After listening, review your notes.
4. Discuss with a partner the meaning of each causative sentence.
5. Share your findings with the class.
Concept Checking Questions
• “What action is being caused, and who is causing it?”
• “Is the subject performing the action directly?”
Examples
• They had their house painted last summer.
• He made his brother apologize.
Extensions/Varations
• Harder: Use faster-paced dialogues with subtle causative usage.
• Easier: Provide transcripts to accompany the audio.
Error Correction
• Clarify misunderstandings during the class discussion.
Reading:
Causative Reading Analysis
Grouping:
Time:
Pairs
30 minutes
Aim
Students will detect and interpret causative forms within written narratives, enhancing their understanding and recognition of these structures in context.
Materials
• Short stories or articles rich in causative verb usage.
• Highlighters or pens for marking texts.
Preparation
• Select texts that naturally incorporate a variety of causative structures. Ensure the content is engaging and appropriate for the proficiency level.
Activity Breakdown
1. Introduction (5 minutes): Briefly review causative structures with the class, providing examples.
2. Reading and Identification (15 minutes): Students read the selected text in pairs, highlighting sentences containing causative verbs.
3. Analysis and Discussion (10 minutes): Pairs analyze the type and meaning of each identified causative sentence and share their insights with the class.
Instructions
1. With your partner, read the provided text carefully.
2. As you read, highlight sentences that use causative verbs.
3. Discuss with your partner the structure and meaning of each highlighted sentence.
4. Consider questions like: “Who is causing the action?” and “What action is being performed?”
5. Be prepared to share your findings and interpretations with the class.
Concept Checking Questions
• “Who is initiating the action in this sentence?”
• “What action is being caused to happen?”
• “Is the subject performing the action directly?”
Examples
• She had her assistant schedule the meeting.
• They got the painter to finish the work early.
Extensions/Varations
• Harder: Provide texts with subtle or complex causative structures, such as passive causatives.
• Easier: Use texts with more explicit and straightforward causative constructions.
Error Correction
• During the class discussion, address any misunderstandings or misinterpretations of causative structures.
• Provide additional examples if necessary to clarify usage.