Ahmed Samy Ibrahim Abdelrahman Ahmed Samy Ibrahim Abdelrahman

Second Conditional
Upper Intermediate, C1 level

Description

In this lesson, Ss learn about the second conditional through guided discovery based on a questionnaire about committing some offences The lesson starts with a short discussion about the common crimes and if anyone has been a victim of crime or has committed one, followed by a multiple choice questionnaire where Ss choose an answer for a number of unreal situations and then a controlled gap-fill activity. Finally, Ss role play some of these situations in pairs.

Materials

Abc Gap-fill handout
Abc Short video clip
Abc Questionnaire handout

Main Aims

  • • By the end of the lesson, Ss will be better able to talk about imaginary situations in the context of committing a crime.

Subsidiary Aims

  • To provide accuracy speaking practice in a conversation and a role play in the context of committing a crime

Procedure

Lead in (4-5 minutes) • To set lesson context, engage students and grab their interest in the topic.

T plays a video to elicit the words robbery and crime. asks Ss some CCQs: How many people were in the video? Two, a civilian and a detective. What was the detective doing? Investigating a crime. what Kind of crimes? Robbery. Was the civilian telling the truth? No. T asks Ss if robbery is a common crime in Turkey. T asks Ss if they know anyone who has been a victim of robbery or any other crimes.

Questionnaire task (7-10 minutes) • To contextualize and introduce the target language.

T asks Ss if they have ever committed a crime, even if it is not a serious one. T tells Ss that they are going to play a game called The Moment of Truth where they answer an number of questions and he finds out how honest they are based on their answers. T pre-teaches the words pay a fine, theft, shoplifting and clamp a car to help Ss answer the questionnaire. T projects the questionnaire from the Ss book, p22 and 23 and explains the activity. T sets a time limit of 3 minutes and then asks Ss to compare their answers with the person sitting next to them. T projects the Points Matrix and asks each one to calculate their partners' level of honesty. T does some feedback by checking the number of points some of the Ss have got.

Highlighting and clarifying the target language. (7-10 minutes) • To highlight and clarify the target language so that learners will focus on it.

T asks Ss some CCQs to elicit the TL. Are the sentences in the questionnaire about real or imaginary situations? Imaginary. Are they about the past, present or the future? The future. T writes the following sentence on the WB: I’d take the books back if I didn’t have to pay a fine. T asks Ss the following CCQs: Do I still have the books? Yes. Did I pay a fine? No. Is this in the past, present or the future? The future. T elicits the TL form from the Ss. [+] Subj + would + infinitive if + subj + past simple [-] Subj + would + infinitive if + subj + didn’t + infinitive T writes the following on the WB: Man clause Conditional clause I’d take the books back if I didn’t have to pay a fine. /əId/ /ˈdɪdnt/ T asks Ss what is the "'d" for to elicit the word would. T models the correct pronunciation using the finger technique for contractions. T does some backchaining drilling chorally and then individually. T asks Ss to re-check the questionnaire and find other possible ways of forming the second conditional. Could/might means would perhaps provided, as long as and assuming mean only if.

Controlled language practice (Gap-fill activity) (6-8 minutes) • To provide controlled written practice focused on using the TL accurately

T projects the gap-fill exercise from the Ss book, p105 and 108. T answers the first question to explain how the activity works. T splits the class into pairs and sets a time limit of 4 minutes. T nominates some Ss to come upfront and write the answer on the board.

Freer language practice (role play) (7-10 minutes) • To provide freer oral practice and use the TL productively.

T nominates one of the Ss to come up front to model role play activity. S asks T the first question and T answers: I might leave a note with my number, but only if, I was sure that I wouldn't get in trouble. S asks T the second question and T answers: Yes, I would, provided that there was a police station nearby. T splits the class into pairs and monitors the flow of the activity. T does some hot error correction.

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