Cigdem KILIC Cigdem KILIC




Main Aims

  • To provide clarification of real clauses in the context of childhood memories, regarding white lies.

Subsidiary Aims

  • To provide gist reading practice using a text about lies, white lies and psychologists in the context of childhood


Lead-in (3-5 minutes) • To set lesson context and engage students

Write WHITE LIES on the board and introduce the topic. Ask Ss what this is, have some ideas scattered around verbally. Provide example of my memories : My grandma used to say, if you dont wash your hands after eating fruits, you'll not be able to dream. Stick the white lies paper on walls and hand out the phrases that match the images and instruct Ss to stick the phrases under the matching images in pairs/groups. Then group or pair check for feedback and ask if everyone agrees.

Highlighting (2-4 minutes) • To draw students' attention to the target language

Read the text white lies quickly and tell not to worry about detail and answer 1b. individually and check with peers and see if everyone agrees. 'doesnt eat' CCQ's Does the kid want to eat the carrots? NO Does he think he will wear glasses? YES. Hand out page 90 and 91 of text book and ask to fold page 91. Monitor for errors and note down to correct at the end.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Project the slide and draw Ss attention to the slide, have a minute to read the information and ask to note down the information.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

Is the information on ex 2 TRUE or FALSE? Please go through ex 2 on your own and write true or false next to them. Remember the slide show. ICQ's Will you talk or will you write? WRITE Which exercise are we at? 2 Ask Ss to go through exercise 2 individually and ask to check with pairs then FB. Handout Power point slide for feedback. Monitor Ss whilst going through individually and whilst peer checking to note down errors to correct at the end or on the spot.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Lets look at the 1st one as an example all together on ex 3. ICQ Which ex are we looking at? 3 We are going to underline the correct clause. Which one is the main clause in this sentence? after the comma Which one is the if clause? Before comma. Ask if you're or you'll is correct? Incorrect answers will be given by most, if this is the case then I will go back to the slide and show that if clause always uses present tense. If correct answer is given I'll ask the S whom gave the correct answer to correct the class and ask why?. Then ask to do the rest in pairs and call back for FB.

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

Read the the sentences again and in pairs, try to guess the age of the child in each sentence with your pairs. ICQ Are we guessing the age for one of the sentences? No for all. Monitor closely to check the way they pronounce the sentences and correct on the spot, then ask for feedback once they are done. At the end ask if they agree with each other or not.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

In case of finishing early - ask Ss to write a real conditional sentence of their own and nominate to present to the class on the board. Monitor and ask the class to correct the each others sentences.

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