New lesson plan: Grammar "Unreal Conditions" TP #3

Anjie Kabbani

Grammar "Unreal Conditions" TP #3 - Intermediate level

Grammar "Unreal Conditions" TP #3
Intermediate level

Description

In this lesson, Students will refer to unreal situations, while imagining impossible or unlikely futures or alternative possibilities for the past. These conditionals are made using special verb forms to indicate that they are real.

Materials

Labeled phrases

Mingled words

eliciting question papers

A picture of a seated woman

A picture of a miserable man in prison

Worksheet

Labeled phrases

Mingled words

eliciting question papers

A picture of a seated woman

A picture of a miserable man in prison

Worksheet

Main Aims

To provide practice, clarification and review of unreal conditions 1 in the context to talk about impossible and improbable situations in a conditional clause that begins with if.

Subsidiary Aims

To provide clarification and practice of unreal conditions 1

Procedure (36-51 minutes)

Lead-in (10-13 minutes) • To ensure the Ss ability in finding the target idea

The teacher will paste two pictures on the board: one about a seated woman who is waiting for her turn in an interview for a job offer explaining them that she has a little hope in getting this job as she has few qualifications and little experience, and the other picture is about a miserable looking man in prison who has a very little chance in getting out. The teacher will draw a bubble thought over their heads, giving them the first half "If I got the job,...." "If I escaped,......" and ask the students to suggest endings. The teacher will ask students that they have bubble thought over their heads and ask them to think of something unlikely that light happen to change their lived to the better and share their ideas with their friends

Rule elicitation (4-6 minutes) • To recognise and understand the usage of unreal conditional sentences

The teacher will put a sentence on the board and will ask the students in pairs to answer the questions are given about the sentence to elicit their under standing of the unreal conditional rule If he came to our town, we’d go out for a meal together. 1. Has he already come to our town? "no" 2. Is he in our town now? "no" 3. Will he definitely come to our town? "no" 4. Is it possible that he will come to our town? "yes" 5. Is this sentence about the past or the future? "future" 6. But isn’t “came” in the past? "yes,it is" 7. So why is it in the past? "to show that it is unlikely"

Pre- Activity (6-8 minutes) • To familiarizing students with the rule in use through exercises or rule practice

The teacher will write the sentence on the whiteboard "If I win the lottery, I'd buy a new car" The teacher will ask the students to drill backwards and focus on the intonations "rising for the first clause, then falling" The teacher will show pre-prepared cards and will ask the students to form a conditional sentences with "If I win the lottery,...."

Focus on the TL - form (3-5 minutes) • To ensure the ways in forming the conditional phrases

The teacher will give the students mingled words and she'll ask them to put together three proper sentences using the mingled words. The students can check their answers from the answer key.

Activity (4-6 minutes) • To be able to complete activities on the worksheet

The students should be able to complete activities on the worksheet using their new knowledge of unreal conditional sentences.

Post-task clarification (4-6 minutes) • To show the ways in forming the conditional phrases

The teacher will write two sentences on the whiteboard: If I won the lottery, I'd buy a new car. I'd buy a new car if I won the lottery. The teacher will ask the students what's difference between the two sentences The aim from this exercise is how the clauses can switch The teacher will write other two sentences on the board: If I win the lottery, I'll buy a new car. If I won the lottery, I'd buy a new car. The teacher will ask the students to choose either real or unreal conditionals explaining why by referring to likelihood.

Chain Story (5-7 minutes) • To focus on the meaning

The teacher will write the first phrase on the board and will ask the students to create endings of an unlikely phrase. Then the teacher will write the previous second phrase on the board to ask the students to complete it and so on to form an unlikely story.