Abboud Abboud

TP 8a
B1 level

Materials

Abc WB
Abc Flash Cards
Abc HO
Abc Cut up collocations
Abc Pictures

Main Aims

  • To provide clarification and practice of second conditional sentences in the context of dreams.

Subsidiary Aims

  • To provide product writing practice of a second condional in the context of imagination.
  • To provide skimming in the topic of second conditional sentences.
  • To provide fluency speaking practice in a role play in the context of imaginary situations.

Procedure

Warmer/Lead in (3-4 minutes) • To set lesson context, engage the Ss and rise their interest in the topic.

T writes on the WB Rolling stones. Brainstorming about Rolling stones. Ss discuss in pairs, in groups, with T. T tells the Ss about Rolling stones.

Reading/ Exposure (4-6 minutes) • To set the topic of the lesson which is the second conditional sentences.

T hands Ss HO1 to read and answer the following question. What would happen if Ella was rich? If Ella was rich, she would stop touring now. Ss discuss in pairs, in groups. T chooses a Ss to write the answer on the WB.

Clarification (7-8 minutes) • To model and introduce meaning of the second conditional sentences.

T deletes the main clause that one of the Ss had wrote and asks Ss guess how can we complete the sentence. T posts 3 pictures on the wall and asks Ss to guess about the pictures. Ss guess the the sentence and write the full sentence on the WB ( If I won 50 million dollars, I would buy a new car). T asks CCQs to clarify the topic of the second condit: Did he win 50 million dollars? No. Is he really going to buy a car? No. Is it reality or just imagination? Imagination. T elicits the modal. - If clause sentence consists from two parts if clause and main clause. - If the if clause comes at the first part of the sentence, we will put a comma before the main clause but if it comes in the second part, we will not put a comma. - Second conditional is used to talk about imagination. - We can use I were instead of I was if the speaker is imagining what it would be like. It is often used to give advice but it is less formal. Ss give examples.

Controlled practice (7-9 minutes) • To provide practice of TL in a controlled task to make them ready for the next Semi-Controlled activity.

Instructions: Read the situations in Ho 2 individually and write what would happen if the situation was different. ICQs: Are you going to write what would happen in the same situation or in the different situation? in the different situation. Ss read and write what would happen if the situation was different. Ss check in pairs. Ss check their answers with the T. Ss write the answers on the WB.

Semi-Controlled Practice/ Task 1 - 2 (8-11 minutes) • To check the concept further and prepare the Ss for freer practice.

Ss will be divided into two groups. Instructions: Imagine the following situations and complete them in your groups. ICQs: Are you going to complete the situation without imagination? No. Are the situations real or unreal? Unreal. Ss answer in their groups. Ss will be asked to choose one from the other group to discuss their answers in pairs. Sss tell their answers loudly.

Free Practice (6-8 minutes) • To provide more practice of TL in fluent speaking.

SS will tell what would they do if I gave them one million euros in pairs, then as WC.

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