Copy of First conditional and Second conditional
To provide review and practice of First conditional and Second conditional
To provide accuracy speaking practice in conversations in the context of real possibilities in the future and imaginary situations.
To provide fluency speaking practice in a debate in the context of never say never in certain situations.
Procedure (45-57 minutes)
The teacher introduces herself in four sentences. "My name is Gulperi." "I'm Uighur from China." "I'm an English teacher." "If I were a billionaire I wouldn't be an English teacher; I would be a president with my own university." Ask three students to do the same.
Fold the matching and gap-fill handout ahead. Give Ss the handout. (Task before Text) Finish the matching task; then, ask Ss to unfold the handout and finish the gap-fill task. Peercheck before feedback. Give AK.
Transit into this stage：You did very good with the exercises. Now let's summarize the rules together in groups. Let Ss complete the gap-fill handout in groups.(Task before Text; chesting) Whole class feedback：do concept checking; lead students through the language summary.
Transit into this stage: Well done with the rules. Let's remember these rules, and do some exercises. Let Ss complete the gap-fill and make-questions handout. (Task before Text; chesting) Peercheck before feedback. Feedback: look for AK under their chairs.
Transit into this stage: Very good. You all know how to talk about real possibilities in the future and imaginary situations. Now think about the questions you just made. Let Ss discuss in pairs; ask and answers the questions they made on the previous handout. Model with a strong student as an example for the W/C. Closely monitor the Ss during discussion, correct their wrong use of the T-language immediately. Feedback: ask for interesting ideas from 2 students.
Transit into this stage: Thank you for the interesting ideas. Now I'll give you some unusual situations. Imagine about these situations. Give Ss never say never handout, let them discuss in pairs whether they would do the things on it. (Task before Text; chesting) Monitor closely but don't interrupt Ss even if errors occurs; note down the errors. Divide students into two groups according to their positive or negative responds every time discussing a situation. Let them debate, tell their justifications. Note down the errors while listening to their justifications. Open class feedback; "Thank you for the brilliant ideas! There are some little mistakes we want to pay attention to ... " Write down the errors on the W/B during feedback.