Ismail Ismail

Copy of TP8 Second conditional
Intermediate level

Description

In this lesson, students learn about the second conditional through guided discovery based on a reading text about still living with parents. The lesson starts with some questions to set the context. Students will read a text about people who still live with their parents. Some of these people like it and some don't. After Ss read and answer the questions about the text, T will elicit the language, highlight the form on the board and use CCQs to clarify the meaning. Ss will practice pronunciation of TL by repeating after listening from a record. Finally, Ss will have controlled, semi controlled and free practice in which they will use some prompts to talk about imaginary situations.

Materials

Pqnycz4tcmmycrquc2pw controlled practice 2 Controlled practice 2
0pxzlxjxsugtfxykutux semi controlled practice Semi-Controlled Practice
V8toju5ssseys7gq8gms warmer Warmer
Kfekzwmzrq6qkq6j0ewd controlled practice 1 Controlled practice 1
Ogtts1vrmeymsqyogbov reading Reading
Trnbgdmlqxizeckpfyqw reading a.k reading A.K.
Wumavyozrhingigcchsv grammar and functions analysis tp8 Ç.Ü Grammar and Functions Analysis TP8 Ç.Ü.docx
Farvybqste2gzwq5bcuj prompts Prompts
Jbzzmokso6kjvc273woq pronunciation Pronunciation
T0bihtiqf0cmbefa2jvq 18 track 18 18 Track 18
Abc Background music
Dnrjxznecfuopcxssmvz controlled practice 2 Controlled practice 2

Main Aims

  • To provide clarification and practice of second conditional in the context of living with family and imaginary situations

Subsidiary Aims

  • To provide scan and detailed reading practice using a text about living with parents in the context of imaginary situations

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Show the Ss the pictures of two houses. - Ask Ss: Which of the two houses would you prefer to live in? Why? Give them a minute to think. - Elicit some of the answers.

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

- Ss have a look at the article very quickly. - How many of the people would like to leave home? - Give Ss 3 mins. - Ss peer check their ideas. - Elicit the number and the names of the people who would like to leave. - Ss read in detail (4 mins) and answer the questions with who in part c. - Ss in pairs, do peer check. - Give them the answer key. - Ss in pairs. - Part D. Tell them to answer the questions with their partners. - Elicit the answers.

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

- Ask Ss to underline if sentences. 1 min. - Ask them if they know the name of the structure. - Second Conditional or Type 2 - write it on the board. - Elicit the first if sentence and write it on the board (Language analysis) If I had the money, I would move out. If + Subject + verb (past form) + object Subj. + would + verb (base form) - Write If.... and elicit the form from Ss. Write the form on the board.

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

- Using the example sentence on the board, ask CCQs to clarify the meaning. (Ref. to Vivienne from text) - Will she have the money? (probably not) - Does she have enough money now? (No) - Is it likely that she will have the money soon? (No) - Is she moving out? (No) - Why? (she doesn’t have the money) - Elicit the answers. - When we say If I were a millionaire ....In this structure are we just imagining or is it a real situation? (imaginary) - Ask if they have any questions. Have Ss listen to pronunciation record and repeat the sentences to practice getting the rhythm right.(Display the sentences on WB)

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

- Ss in pairs will do the Controlled Practice part 1 and 2 - Give them 3 mins for exercise 1 and get them peer check. - Give them 5 minutes for exercise 2, get them peer check. - Show them the answer key - Give them some time to check their answers (Play backrgound music / Song from Beyonce "If I were a boy..." with second conditional lyrics)

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

- Ss in pairs will do the Semi-Controlled practice HO (Explain that they will do 1 solo and 2 pw) ICQ - Give them 4 mins for exercise 1 and have them start exercise 2 (monitor for misuse TL)

Free Practice (8-10 minutes) • To provide students with free practice of the target language

- Ss in pairs. - Demonstrate the activity. - Write ‘be a president' - Elicit how we can make it a second conditional? - If I were a president, I would stop the war. - Ss will do the same with their partners using the prompts given. They can produce more than one sentence for each prompt. - Monitor quietly. - Do not correct the Ss loudly, they might be embarrassed

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