New lesson plan: TP4 LP_Dayanna Parra

Dayanna Parra

TP4 LP_Dayanna Parra - Advanced level

TP4 LP_Dayanna Parra
Advanced level

Description

In this lesson, students learn about the second conditional through guided discovery based on a reading text about law-abiding. The lesson starts with a discussion about whether the students are law-abiding citizens. This is followed by jigsaw reading where students read and relate stories about the average person who breaks the law. Finally, there is some controlled practice through sentence reformation and fluency free speaking practice.

Materials

Face2face Upper Intermediate Student's Book

Jamboard

Second Conditional

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Gap-fill handout

Face2face Upper Intermediate Student's Book

Jamboard

Second Conditional

Gap-fill handout

Main Aims

To provide practice of and to introduce second conditional in the context of law-abiding

Subsidiary Aims

Learners will have also discovered through language clarification the MFP of new lexical items.
Learners will have also practiced their accuracy in the Post-task writing task

Procedure (45-45 minutes)

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

T- teacher displays a Jamboard to answer questions related to the topic’s lesson. Do you usually respect the following regulations speeding, eating or using mobiles whilst driving, not wearing seat-belts, Illegally downloading music or films, smoking in no-smoking areas, dropping litter, cycling on pavements? What is the regulations that you respect the most? Why? Learners work in pairs in breakout rooms and discuss questions. T conducts OCFB and learners discuss ideas in the main room.

Exposure (4-4 minutes) • To provide context for the target language through a text or situation

Instructions: Read the paragraph to have a general understanding, and answer this question: 1. What is the topic of the text? A. Culture B. Safety C. Laws D. Travel destinations Learners read and answer individually in 3 minutes. T conducts OCFB

Highlighting (3-3 minutes) • To draw students' attention to the target language

Read the text. Underline the bolded sentences in the text.

Clarification (12-12 minutes) • To clarify the meaning, form and pronunciation of the target language

MEANING 1. I'd go over the speed limit if there weren't any speed cameras around. 2. If the bank found out, I could say I didn't count it. 3. Even if they got angry with me. I wouldn't even do it for myself. 4. If I really needed it, I might keep it. CCQ's Are these sentences about real or imaginary situations?: Imaginary situations Are they about: a) the past? b) the present/the future?: The present/the future Do we need a different structure to talk about imaginary situations?: Yes. Second conditional. Which modal verbs can we use instead of would in the main clause?: would/wouldn’t; could/ couldn’t; might; might not. FORM SS can identify grammar structure by using visual elements. If + condition + past verb, the result + would/could/might + verb infinitive + complement The result + would/could/might + verb infinitive + complement + if + condition + past verb [No comma] PRONUNCIATION T asks SS where is the stress and intonation in the following sentences: 1. I'd go over the speed limit if there weren't any speed cameras around. 2. If the bank found out, I could say I didn't count it. 3. Even if they got angry with me. I wouldn't even do it for myself. 4. If I really needed it, I might keep it. Then SS will drill the sentences.

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

Complete the gaps with the correct verb tense and grammar structure. SS work in pairs during 6 min. Learners check answers. OCFB-

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

Instructions: Speak with your partner about what you would do if you were in any of these situations. T scaffolds the task by eliciting some useful language that can be used to complete the task. T demos the task with one learner. Learners work in pairs and discuss. Learners check answers. OCFB.

Feedback (5-5 minutes) • To provide learners with feedback on the completion of the task and language

T conducts OCFB follow-up on the productive stage. T writes on the screen samples of learners’ production and asks for learners to identify the correct and incorrect sentences. T conducts OCFB.