Narin Ayik Narin Ayik

Journalism TP2
Intermediate level


In this lesson, students will learn about the second conditional modal verb: would in the context of journalism. It will consist of exercises for the students to acknowledge how and in what situations it can be used in their everyday life.


Main Aims

  • To introduce the Model verb 'would' and how it could be used through controlled, semi-controlled and freer practices in the context of Journalism

Subsidiary Aims

  • Accuracy in semi-controlled and freer speaking


Introduction using "would" (1-1 minutes) • To build rapport and create idea of "would"

-I would like it if everyone only spoke english in this lesson (hmmmm...) that possible -Ask if anyone remembers my name > write name on board -If I can remember all of your names, I would be very happy -How was everyones weekend? Would anyone like to share what they did....

Lead-in (1-2 minutes) • To set lesson context and capture Ss attention

-Refer back to the previous lesson and ask what they think about working for a newspaper > if anyone has or still does? -Ask Ss what they think it will be like to be a journalist > Elicit a few ideas -Ask Ss if they even know what a journalist is...? > Elicit > "a person who writes and works for the news"

Speaking (8-10 minutes) • To engage Ss on what journalism is about and to get a feel of what the job is through questionnaire. To emphasise on pronunciation of "Would you"

-Tell Ss they are going to find out a bit more about what they think about journalism. -Put the Ss into pairs (PW) > Student A & Student B and tell them to ask 5 questions & answer 5 questions on the questionnaire & take short notes of their partner's answers -BEFORE they start, drill the question "Would you like to be a journalist?" > make sure pronunciation of "would you" is natural -Time limit: 5minutes -ICQ- Are we going to work alone? Are we going to take brief notes of partners? How long have you got? -Give HO -Ss work together to ask & answer the questions & share their ideas about journalism -Monitor -Take brief WC FB (don't spend much time as it comes up later)

Focus on TL - Meaning (10-15 minutes) • To teach Ss the meaning/use of "would"

-Elicit from Ss what all the questions have in common - "would" -Make 3 columns on W/B and use as headings: hypothetical future, advice/suggestions & like/love/prefer -Elicit the meaning of "Hypothetical" by taking out 1000 lira visual and ask what is this? Is it true? -CCQ- So its real? (No its unreal), So I would like to have this to but its not possible? (Yes) > Act out "I would love to fly", "If I were rich, I would buy a porche"-but ...... Get Ss to elicit -So this is called hypothetical "something unreal/imaginary" -Ask the Ss which meaning Question1 has -Re-group Ss according to colour of paper -GW to match the other questions with their meaning/use (3mins) -Give instructions that they will now do an activity > When they think they have all the answers 1 person from each group to get up and put 1 Question up at a time and then rotate to the next person until all their questions are up on the WB (3mins) -ICQ > Is everyone going to come up to the board at once? (No) How many questions at a time? (1) -Give HO (cut outs) for Ss to place them in column on WB where they think is right -WC FB > check their answers are correct -Explain to Ss the meanings of each way they can use would (hypothetical future: to give an opinion about an unreal situation, to ask for and offer advice or suggestions, to express preferences with like/love/prefer etc.)

Focus on form (5-6 minutes) • To get Ss to know the differece between would & had

-Who knows the difference between would and had? > Elicit from Ss -Write on WB the following sentences and elicit the difference -Would: something we do/don't want to happen but hasn't happened >Eg; I would cook dinner when my father came home -Had: action finished in the past and had result in the past >Eg; I had cooked dinner, when my father came home -CCQ -Explain that ['d] can either mean would or had (She'd, He'd, I'd) -Give instructions for Ss to work in pairs PW to replace ['d] with would or had in ex1 > circle what they think is the correct answer -Give HO and time limit of 3mins -Monitor -WC FB and give answers

Controlled practice (4-5 minutes) • For Ss to get familiar with how and where they can use TL

-Before lesson, have answer keys on the walls for Ss to check answers after activity -Tell Ss the next HO is a conversation between two people >A & B -Ss to work in pairs PW to complete the gaps in ex2 with the appropriate verb >tell Ss to complete quickly -Monitor -Tell them to get up and check answers

Freer practice/speaking (5-5 minutes) • To engage Ss to speak to eachother and see if they had similar ideas

-Regroup Ss - tell them to find a new partner (1xA & 1xB) -Ss to compare answers to the questions they answered in the Questionnaire in Stage 2 -Get Ss to TELL each other about their partner's ideas about journalism & find out if any Ss had similar ideas. > Discuss in groups on your table -Monitor for use of TL - DONT INTERFERE >(make notes of any errors) -Take FB on what they found out about each other & anything they had in common (For eg; two Ss would like to work in America)

Delayed FB (if time) (1-1 minutes) • To show errors so Ss can correct them

-T to put some errors on WB that was noted earlier -Ss to correct them WC FB

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