New lesson plan: Joseph Scott, TP 1.

Joseph Scott

Joseph Scott, TP 1. - Upper-Intermediate level

Joseph Scott, TP 1.
Upper-Intermediate level

Description

After a lead in, students will review and clarify the language and grammar used to describe hypothetical situations. They will do 3 exercises filling gaps in sentences with the right words from both memory and multiple choice and comparing answers in pairs and getting feedback on each exercise as they progress to asking questions in different contexts, either as possible situations or imaginary ones. Finally students do a task of writing the first clause of a hypothetical question/statement on a piece of paper and pass it onto their neighbour to finish. The subject of the main clause is then put in the past tense and used to begin a new statement/question. This will get students to practice creating their own sentences and should be a humourous and sociable way to end the lesson.

Materials

Main Aims

To provide clarification and review of the second conditional to form hypothetical statements and questions.

Subsidiary Aims

To introduce alternative terms for "if" such as "provided," "assuming" and "as long as" to enable students to give more subtlety to their questions/statements.

Procedure (35-50 minutes)

Warmer/Lead-in (5-8 minutes) • To set lesson context and engage students

After introducing myself and refamiliarising with the students T will have a quick review of the vocab. already covered and explain how the second conditional is useful to imagine situations regarding honesty. After explaining the grammatical form in a simple chart showing if clause "If+subject+past simple" and main clause "subject+would/n't+infinitive", a very basic example "If I was sick, I wouldn't work," unrelated to the context will ground students. Students will each come up with their own simple hypothetical situation before introducing TL.

Exposure (4-6 minutes) • To provide context for the target language through a text or situation

Questionnaire on HO puts TL in context and tests Ss understanding by their completing Q 1 from HO. Feedback and clarification will clear up any remaining confusion regarding form and meaning.

Highlighting (5-8 minutes) • To draw students' attention to the target language

Ensure that modal verbs are understood and used correctly to replace "would/wouldn't." A side column on WB will define and give examples of modal verbs and remind Ss that hypotheitcal statements are set in present/future. Give examples. Ss do Q 2. to learn alternatives for "if" using "assuming, provided, as long as," clarify meanings in vocab column on WB. Q 3. Introduces further vocab. and feedback is WC answering the questions in sentences out loud.

Clarification (5-8 minutes) • To clarify the meaning, form and pronunciation of the target language

First sentence from "fill the gap" task on HO. is written on board and Ss give answer in WC. Rest of the exercise is done individually and Ss compare answers in pairs. WC feedback by checking each pair's answers.

Controlled Practice (6-8 minutes) • To concept check and prepare students for more meaningful practice

Ss are numbered 1 to 3 and change places to sit with those of the same number. Students must choose the correct form on the Q&A sheet of the HO. after completing task, comparing answers in new pairs and feedback on WB. Ss then ask each other and T the Q's in pairs.

Free Practice (10-12 minutes) • To provide students with free practice of the target language

Ss each have a sheet of paper they fold in two, label each side A and B. Ss come up with just the first half of their own clause on side A, pass the paper to their left for their neighbour to complete the clause on side B. T demonstates on WB with a funny, silly example for Ss to follow. When this is done Ss take the info from side B and turn it into the next opening clause on side A. Continue until the paper returns to its original owner. Sentences are read out for (hopefully!) humourous effect and feedback is given on form and interesting use of language.