New lesson plan: If clause Type 1 speaking

Cihaner

If clause Type 1 speaking - Intermediate level

If clause Type 1 speaking
Intermediate level

Materials

W/B

Photo 1

Handout 1

W/B

Photo 1

Handout 1

Main Aims

To provide accuracy speaking practice in a conversation in the context of possibility

Subsidiary Aims

To provide review and practice of first conditional in the context of possibility
To provide gist reading practice using a text about a journey to school in the context of possibility

Procedure (45-53 minutes)

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

T shows Ss a picture of a boy who is studying for the exams.Ask Ss ' what is he doing?' and ' Why is he studying?'. Then write 'if he...' on the board. Ask Ss to talk with their partners about the outcome of this condition. Pair Ss. Monitor. Peer-check.

Exposure (6-8 minutes) • To provide a model of production expected in coming tasks through reading

T shows Ss HO 1. Ask Ss to fold HO 1 by demonstration. Ask Ss to read the text and answer the questions ' What is unusual about the journey to school' and ' Why do children do it?'. Monitor. Elicit any words unknown to Ss. Ask Ss to ask and answers the questions with their partners. Pair Ss. Monitor. Peer-check. Whole-class feedback.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

Ask Ss to scan the text to find examples of the first conditional. Write the examples on the board. Ask CCQs to check meaning. Ask Ss to unfold HO 1 by demonstration. Check form by giving examples or getting examples from Ss.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

Ask Ss to unfold the 3rd part on HO 1 by demonstration. Ask Ss to complete this chain story by using first conditional. Show Ss the example above the exercise. Monitor. Pair students.Peer-check.Monitor. Whole-class feedback. Ask Ss to unfold the last on HO 1 by demonstration. Ask Ss to write their own chain stories by using any of the starting points in the exercise and tell it them to their partners. Pair Ss. Monitor and take notes for feedback part. Change pairs after they finish telling their stories to let every student listen to every story.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

Ask Ss which story they liked most and why. Write the notes from the last exercise on the board. Let Ss correct the errors by asking Ss questions.