Dalya Diker Dalya Diker

Hypothetical Situations in the Present
Upper Intermediate level

Description

In this lesson the students will revise 'hypothetical situations in the present'. After being tested on the language, there will be a clarification through guided discovery, detailed or brief, depending on the test results. Some controlled and freer practice will follow, for consolidation.

Materials

Abc Wishful Thinking (Test 2)
Abc Test #1
Abc Answer Key
Abc Guided Discovery HO

Main Aims

  • To provide clarification, review and practice of hypothetical situations in the present in the context of wishes and imaginary / unreal situations.

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of hypothetical situations.

Procedure

Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students

* Project picture of man in prison and a thought bubble on WB. Tell them he is serving a life sentence. * Ask 'What could come in this bubble?' Help them elicit the TL by saying that he is imagining. * Elicit a few ideas.

Test #1 (8-11 minutes) • To gauge students' prior knowledge of the target language

* Chest the HO. 'Write complete sentences using -I wish/ If only-' 'Re-write the sentences using -It's time-' 'Put the words in order to make questions and write answers for these questions' 'Work individually.' Use gestures while giving the instructions. * ICQ: Are you doing just one exercise? -No, the whole paper. ICQ: Are working with your partner? -No, alone. * Give them 4 minutes. * Monitor to see their answers. * When they finish, tell them to check with their partners. * Give out the answer key and monitor the peer checking at the same time. * 'Can you tell me your answers for the last exercise?' * Ask Ss about their results. %50? %70? None?

Teach (4-12 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

1. If more than %50 percent of the Ss got the wrong answers: * Project the 'In the past or Imaginary' exercise on the WB. * Invite 3 Ss to the board to write the correct answers. 'Do you agree?' * Chest the guided discovery (folded) HO. 'Circle the correct answer in pairs, please.' -Are we opening the papers now? * Give them like 30 seconds. Elicit the answers, this will help them with the matching. A little bit of clarification here: 'So in the first one, is there a possibility for him to be 21 again?' -No 'And in the last one, is it possible that someone invents a cure for middle-age?' -Yes * Instruct to turn the papers around. -Can you match the numbers with the letters? *Elicit the answers. Write 'I wish + past simple' vs.'I wish + would + inf.' on WB. Elicit the difference from Ss. 7-10 minutes. 2. If more than 50% got the correct answers: *'Can you discuss the answers in pairs and 3s?' Possible reseating for peer teaching. Give them 2 minutes for this. * Project the matching on WB. *Let the Ss think about it for a short time. * Elicit answers. Make reference to Test#1: 'I wish they pardoned me / I wish she would come to visit me.' -Which one is more possible? That they pardon me? (remember I'm serving a life sentence). Or that my girlfriend comes to visit me? * After getting the right answer, write a summary on the WB as: - 'I wish + past simple' vs.'I wish + would + inf.'. And just write 'can happen/ can't happen' next to them. 4-7 minutes 3. In a scenario somewhere between these two options: * Skip the 'In the past or Imaginary' exercise. * Chest the guided discovery (folded) HO. 'Circle the correct answer please.' -Are we opening the papers now? * Give them like 30 seconds. Elicit the answers, this will help them with the matching. A little bit of clarification here: 'So in the first one, is there a possibility for him to be 21 again?' -No 'And in the last one, is it possible that someone invents a cure for middle-age?' -Yes * Instruct to turn the papers around. -Can you match the numbers with the letters? *Elicit the answers. Write 'I wish + past simple' vs.'I wish + would + inf.' on WB. Elicit the difference from Ss. 5-8 minutes **In case of pronunciation errors with the contractions, drill immediately.

Test #2 (5-7 minutes) • Check students' use of the target language again and compare with the fist test

* Instruct the Ss for the controlled practice (Test #2): Let's focus on Section A first. 'Complete the questions with the correct form of the verbs.' Work individually! You have 1 minute. **ICQ: Are we doing Section B now? -No ICQ: Are we doing it together? -No! Alone. * Monitor for mistakes. When they finish, ask them to check with their partners. *Write the answers on the WB in the meantime. Ask about their answers, 'Did you get them correct this time?' *Let's move on to part B now. Complete the sentences so they are true for you. * Give them 90 seconds. * 'Check your answers with your partner'. But this time pair them with the person on their other side! * Monitor for possible error correction.

Free Practice (8-15 minutes) • To provide students with free practice of the target language

* Divide Ss into groups of four and reseat them. * Ask them to ask the questions in Wishful Thinking Section A to each other. *Monitor for errors. *Stop the activity 5 minutes before the lesson ends. * For FB, ask Ss to tell the class the most interesting, surprising thing they heard. * Provide some error correction, if there is time.

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