New lesson plan: Teaching Practice 8

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Teaching Practice 8 - Intermadiate level

Teaching Practice 8
Intermadiate level

Description

In this lesson, students will listen to a conversation between three friends talking about their new business. They will learn and practice real and unreal conditionals and will have a discussion using the real and unreal conditionals.

Materials

Ex. 2a

Ex. 3a

ex. 7.1

Ex. 7.4

Ex. 2a

Ex. 3a

ex. 7.1

Ex. 7.4

Main Aims

To provide clarification and practice of real and unreal conditionals in the context of problems and solutions

Subsidiary Aims

To provide gist and detailed listening in the context of problems and solutions

Procedure (44-47 minutes)

Warmer/Lead-in (5-5 minutes) • To set lesson context and engage students

Ask students: Have you ever thought about changing your job? Start a new business? What would you do? Why do you want to do that? Do you think is it easy to have your own business? Talk to your partner. Feedback: Whole class discussion.

Exposure (6-7 minutes) • To provide context for the target language through a text or situation

Tell the students that they are going to listen a conversation between Simon, Lidia and Yelena. Get them listen and answer the questions: - What kind of business are they talking about? - What are they discussing? Write the questions on the board. Elicit answers. Get them listen to the text again and answer the questions in ex.2a. Peer check. Feedback: Ask one of the students to give the answers. Ask the other students if they are agree with the answers.

Highlighting (4-5 minutes) • To draw students' attention to the target language

Handout ex. 3a. Tell the students to read the conversation between Simon, Lidia and Yelena. Then decide if the speakers are talking about a realistic and possible or unrealistic and impossible situation. Give one example and get them do the ex.3a. Monitor: See if they can do it by themselves or they need help. Pair work. Feedback: Elicit answers.

Clarification (5-6 minutes) • To clarify the meaning, form and pronunciation of the target language

Write one example of each conditionals on the board: If we open a terrace, we'll be able to serve a lot more people. If I didn’t have three children, I’d do it. Meaning: Ask the CCQs. Mark the sentences as real / unreal conditionals. Ask the students if it's possible to change the order of the clauses. Form: Using the grammar analysis paper, mark the form on the board, with different colours. Elicit the answers from the students. Pronunciation: Mark the word stress. Separate the sentence in two parts. Show where you pause. Drill.

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

Get them do exercise 7.1 in Grammar in use. Peer check. Feed back: Nominate students for answers, correct the mistakes on the board.

Semi-Controlled Practice (8-8 minutes) • To concept check further and prepare students for free practice

Get them do ex. 7.4 by themselves. Peer check. Feedback: Nominate students for answers and correct the mistakes on the board.

Free Practice (8-8 minutes) • To provide students with free practice of the target language

Ask students to make suggestions about having your own business, moving abroad, reduce the driving age to 15 and host the Olympic Games. Ask them to use real and unreal conditionals.They should decide which ideas are realistic which are not. Give one example each. If I had my own business, I'd have to work for longer hours. If I start my own business, I'll make a lot of money. Get them write as many examples as they can. Pair work. Monitor: take notes of the mistakes. Feedback: Correct the answers on the board. Elicit answers from the students.