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Second conditional
Intermediate level

Description

In this lesson, Ss will learn second conditional based on the guided discovery technique through a listening focused on talking about jobs and imagining the effect or the result of unreal situations on them. Then they will be guided to the meaning and the form of second conditional. Also Ss will be guided to the difference between first and second condtional.

Materials

Abc HO3 Productive task
Abc HO2 Gap-fill
Abc HO4 If_time activity
Abc HO1 Meaning and Form
Abc PPT

Main Aims

  • To provide clarification of the second conditional in the context of talking about job's problems and what would happen if

Subsidiary Aims

  • To provide accuracy speaking practice in conversations in the context of imagining unreal situation

Procedure

Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

T will ask Ss to close their eyes and think about the most important thing that helps them a lot in their job. After a while T will carry on "what would you do if you lost it? What would happen?" This will be followed by a short part of a CD track about a person talking about his job and imagaining the the effect of unreal situation on his job. Ss should answer one question ' what would happen if he lost his laptop?' Ss will only listen one time to the audio. ICQs: " how many times are going to listen to the audio?" " how many question are you going to answer?" " and what's the question?".

Clarification (18-20 minutes) • To clarify the meaning, form and pronunciation of the target language

The marker sentence will be projected on the WB and Ss will be provided with a guided discovery sheet. But it will be folded so that can only see the questions which are related to the meaning of the marker sentence.(PS the HO1 will be projected) Initially, Ss will work through the questions individually, in each stage will be peer checked before comparing answers as a class and answering comprehension questions. Then Ss will compare the difference between 1st & 2nd conditionals. First, 2 sentences with to question will be projected snd Ss will work with partner to answer one-word questions in which they will identify the difference. Then the marker sentence will be ptojected in the 1st and 2nd form and one of CCQs (Do I think I will lose my laptop?). By answering this question in both situations we will move to the pronunciation stage. Ss will be asked "what are the stressed words?" In the marker sentence. T will mark them out and illustrate the tone of the two clauses then we will drill the marker sentence.

Controlled Practice (4-5 minutes) • To concept check and prepare students for more meaningful practice

Ss will be given a gap-fill activity in which they have to erite the correct form of the given verbs then they will complete the sentences for themselves. To test if the clarifcation stage was successful in improving their understanding. Ss work individually and the answers will be peer checked and then as a class

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

Ss will be given HOs with questions related to (what would you do if) and they will be given 4 mins to write the answers down and then they will mingle and ask each other.

If-time activity (6-7 minutes) • To provide students with free practice of the target language

Ss we be given HOs related to the first audio the have listened to a short part of it. they will listen to the whole audio track this time and write the names of the people who said the sentences in the HOs/ then they will check in pairs

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