New lesson plan: Real and unreal conditions

Baoyan Lin

Real and unreal conditions - Upper-intermediate level

Real and unreal conditions
Upper-intermediate level

Description

In this lesson, Ss will learn about the real and unreal conditions (1st, 2nd and 3rd) through guided discovery based on a reading text about a american politician.

Materials

No materials added to this plan yet.

Main Aims

At the end of the lesson, Sts will be able to understand and use real/unreal condtions in the context of talking about the experience of a politician.

Subsidiary Aims

Speaking and writing

Procedure (34-44 minutes)

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

T will start the lesson by asking Ss about the reading lesson they have just been taught. -What was the lesson about? -What was his name? -What was his previous job? -What was his recent job? The aim is to connect the lesson together in order to set the context.

Highlighting (2-4 minutes) • To draw students' attention to the target language

T will show the three marker sentences on the board and ask Ss in groups to share ideas about the three sentences.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

-T will present the analysis HO of the TLs to the Ss pointing to the three sentences that were on the board. -T will ask the Ss to answer question 1 alone. ICQs: Are you working alone? Are you writing sentences or words in the gaps? -Ask to pair check, then answer key on the board as FB. -T will drill using back chaining the marker sentences, showing weak forms, linkings and the stresses. -T will direct Ss to flip to the other side of the HO 1, and fill in the blanks for form of the marker sentences alone. ICQ > Are you working alone? -T ask Ss to Pair check. -T elicit answers from Ss as FB.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

T will present the HO 2, where 1st, 2nd and 3rd conditionals are labelled. along with the HO, 3 sets of cut out sentences will be given. Ss will ask to work in groups and put the correct sentences under the correct conditional column on the HO. ICQs: Do you work in group? (yes) Where do you put these? (Wave the 3 sets of sentences to Ss) (under the right column) -T monitor. -T will provide an answer key with a projector. -Next, T asks Ss to underline the correct word/phrase for each sentence, and write the right condition next to the sentence. Ss work alone. ICQs: Are you working alone? - T asks Ss to pair check - T provides answer key, FB.

Freer Practice (8-10 minutes) • To provide Ss with a natural practice of the TLs.

T asks Ss to come up with a if clause, one example will be modelled on the board. Remind them to come up with something fun/out of the box to challenge their peers. -T collects the paper in a box, and ask Ss to pick one that is not written by themselves, and come up with the result that has to match the first condition clause. -Place them in groups and share it. -Next, T asks Ss to come up with a sentence for each condition alone. -Ss share their condition sentences in groups.