sevim açıkgöz sevim açıkgöz

Hypothetical possibilities with If
Intermediate level


In this lesson, Ss will read an article from a British magazine. In the article, there are some facts given about British people. For example: Only %5 would drink-drive. They will think about their own country and make comments about it. After they have talked about Turkish people and British people for a while, they will be given a survey called how socially responsible are you? They will try to guess their partner's answers and they will check how many guesses of them are correct! After they are finished with the survey, they will listen to three people talking about the survey. First, they will listen to check which questions in the survey they are discussing about. When they listen to the recording again for the second time, this time they will listen and fill in the gaps. When they fill in the gaps, they will have the target language. The teacher will elicit the target language through a Guided Discovery handout. They will have some questions about a sentence taken from the listening and they will complete them individually. When they are finished, they will compare their answers in pairs. The teacher will give feedback on the handout by nominating a student from each group. Through the GD method, meaning ,form and pronunciation will be checked in order.


Abc Multiple choice handout for pre-teaching vocabulary stage (Appendix B)
Abc Survey handout (Appendix C)
Abc Gap-fill handout (Appendix D)
Abc PowerPoint Presentation (Appendix A)
Abc Guided Discovery handout (Appendix E)
Abc Students' book New Cutting Edge

Main Aims

  • By the end of the lesson, students will be able to talk about hypothetical possibilities using if

Subsidiary Aims

  • My sub aim is listening. I will get the target language through listening.


Lead-in stage (4-5 minutes) • To set the context

T greets the students and tells them that this is the first lesson that they are having and adds that she wants to learn more about them. T wants everyone to look at the board. There are some questions on the PPT that she prepared. (See Appendix A) T wants them to look at the questions, and ask the questions to each other in pairs for a few minutes. When they are finished, T gets some answers from some of the pairs. T wants them to think about Turkey and get some answers on the same situation and adds what about British people? They will guess and give some answers again. The teacher shows the article from a British magazine and they check their guesses.

Pre-teaching vocabulary (5-6 minutes) • To make them get familiar with some words that they are going to see in the survey

T shows the article taken from a British magazine. There are some words in bold. T says that they are going to guess their meanings from the context. Students will be given a multiple choice handout (See Appendix B) They will work on the handout for a few minutes. When they are finished, T wants them to check their answers in pairs. T will get the answers quickly by nominating some students. Some CCQs may be helpful here before starting the next stage of the lesson.

Pre-listening stage (4-5 minutes) • To make the students get the familiar with the listening topic and set the context for the listening

T shows a handout in front of the classroom. (See Appendix C) T says there is a survey now that you are going to complete. It is about how socially responsible are you? Ss will try to complete the survey not according to their answers, but according to their partners' answers. In other words, they will try to guess what would their partner do in such a situation? (Demo needed here) When they are finished completing the survey according to their guesses, they will check their answers. T gets some answers from the students.

While listening (7-9 minutes) • To get the target language from the students through a listening/gap filling activity

T says that now they are going to listen to three people. They are talking about three questions in the survey. Students are going to listen to decide which three questions three are talking about. T elicits the answers from the students and adds that they are going to listen to the recording one more time. This time students will be given a handout (See Appendix D) in which there are some missing parts. T wants them to listen to the recording again and fill in the blanks. When they are finished with the listening, teacher wants them to check their answers in pairs and gives them the answer key as a feedback.

Guided Discovery Stage (13-15 minutes) • To present the target language through GD method so that students take the role of discovering the target language on their own with some guidance.

T shows a sentence taken from the listening and says that there are some questions in the handout about that sentence. (See Appendix E) Students will be given the handout and they will work individually to answer the questions. When they are finished, they will check their answers in pairs. T will get the feedback of the first two parts by nominating some students. For the form part, there will be some cartoons on the board. Teacher will regroup the students. Groups will come and write the form of the target language on the cartoons. Other groups will walk around and check other groups' answers ıf something is wrong with the form, they will correct it. After that, T will give a whole class feedback. After setting the meaning and use of the target language, T will focus on pronunciation part. T will write the same sentence on the board and drill the target language.

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