New lesson plan: Grammar: Unreal Conditions (type 2) in the context of protests

Ayşe Doğan

Grammar: Unreal Conditions (type 2) in the context of protests - Intermediate, B2 level

Grammar: Unreal Conditions (type 2) in the context of protests
Intermediate, B2 level

Description

In this lesson, students learn about the second conditional through guided discovery based on a reading text about the protests. The lesson starts with checking how much students know about conditionals by attempting to elicit a few examples in the context of protests. This is followed by a multiple choice activity that forces them to choose between real and unreal conditionals. Finally, there is some controlled practice through gap-filling actvity.

Materials

Grammar exercise 1, 2 and 3

Reading text about protests

Grammar exercise 1, 2 and 3

Reading text about protests

Main Aims

To provide practice of second conditional in the context of protests

Subsidiary Aims

To provide accuracy in the context of protests

Procedure (45 minutes)

Lead in & focus on TL (5 minutes) • To introduce the lesson and make the context of the lesson interesting for the SS

-Use projector to show the reading text 5 they read previous lesson on the WB -Ask SS 'Do the prisoners have nice living conditions? (no) and 'Is the protest necessary? (no) -Ask Ss which sentence tells them this. (They will say ''If we had decent living conditions, this wouldn'be necessary.'

Focus on meaning of TL (10 minutes) • to make them understand the difference between real and unreal conditionals

-Write on the WB 'If we had decent living conditions, this wouldn't be necessary.' -Ask a series of questions about its meaning and form 'Have they had nice living conditions?' (no) 'Are they going to have nice living conditions?' (probably not) 'Is the protest going to be necessary?' (probably not) 'Are they talking about the past or present? (present) 'Why do we use the past form of the verb? (to show that it's not real) -Write on the WB your multiple choice activity that forces them to choose between real and unreal conditionals. 'If she (has / had) a car, she (will / would) drive to work' 'If I am/were the president of the US, I will / would do things very diffrently. -Make them choose either option, but they should explain why referring to likelihood.

Focus on form of TL (10 minutes) • to elicit the full structure of second conditional

-Elicit the full structure of unreal conditional sentences onto the WB. If we had decent living conditions, this wouldn't be necessary. If + S +Verb in simple past tense + O, S + would + verb (infinitive) + O -Show them how the clauses can switch (if-clause first with comma or saying without.

Controlled Practice (10 minutes) • to practice the form of second conditionals

- Tell them they are going to do ex. 1, tell them they must put if in the correct place in the sentences and then give out the HO make them work in pairs. (Don't forget to fold the HO before giving out) -Give them 5 minutes to do this exercise. -Take some WC FB - Tell them they are going to do ex. 2, tell them they must put the verbs in brackets into the correct form and make them work in pairs. -Get an early finisher whose answers you've checked to write their answers on the WB

Freer spoken practice of the TL (10 minutes) • To provide a controlled speaking practice (after aims completed)

-Before doing ex. 3, drill a few sentences with proper intonation (rising for the first clause, then falling) -Give a brief example, showing how to respond to the questions starting wiith 'I would' 'What would you do if someone threw a cream pie in your face? 'e.g. I would be angry' S + would + verb infinitive + O -Put Ss into groups of 3 or 4. -Get them to ask and answer the questions in exercise 2. -Monitor them and take notes of any erros they make with the TL. -Take some general FB about what they learnt about each other

Freer spoken practice of the TL • To provide a controlled speaking practice (after aims completed)

-If you have extra time, get SS to do sentence-chaining in small groups. The first sentence is 'If I won the lottery, I would buy a new car.' Then they have to start a new sentence with the second clause e.g. 'If I bought a new car, I'd drive across all of Turkey.' etc. -Perform delayed error-correction as necessary.