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Second Conditionals
B1 level

Description

In this lesson, students will learn second conditionals through the context of animals. The lesson will continue with the context of the previous lesson. There will be a discussion about the animal(s) and then they will imagine themselves as animals.

Materials

Abc teacher-made sentences
Abc New Cutting Edge Pre-Intermediate Student's Book page 134.

Main Aims

  • To provide practice of second conditional in the context of animals

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of imaginary situations

Procedure

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

As the context is already set, T asks questions about the previous lesson. "What's your favourite animal?" "Do you have a pet?" "Now I want you to imagine yourself as an animal. Why did you choose this animal?"

Exposure (6-8 minutes) • To provide context for the target language through a text or situation

T reminds them of the listening track that they listened in the previous lesson. "Do you remember what animal Gus chose to describe himself?" If they don't remember, T plays the recording again. ( Please listen to the questions carefully)

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

Ss discuss in pairs and T tries to elicit the question "If you were an animal, what animal would you like to be?" After eliciting, T writes both the question and the answer on the board. If I were an animal, I would be a giraffe.

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

T asks CCQs: If I were an animal, I'd be a lion. "Is it a real or imaginary situation?" "Is he talking about past or present?" T uses backchaining technique and drills the sentence. T elicits the form of the sentence from students and writes it on WB. T sticks different words on the board and wants Ss to repeat the sentence with these nouns.

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

T shows a chart on WB and gives instructions. "If you had 1 million $, what would you do? Please discuss with your partner." T ask questions. "What can you tell me about your partner?" If they have mistakes, T elicits the correct answers. T chests the HO and gives instructions. " There are 8 questions and 2 options. Please circle the correct option. You have 3 minutes." ICQ: "How much time?" "Pair check please." T let them circle the answers on the WB.

Controlled Practice (5-8 minutes) • To concept check further and prepare students for controlled practice

T divides the class into two groups and gives instructions. "I will give you sentences but they are not in the correct order. You'll put them in the correct order and stick it on the WB." "You have 5 minutes." ICQs: "How much time?" " Are the sentences in the right order?"

Free Practice (5-6 minutes) • To provide students with free practice of the target language

T writes some sentences which are incomplete and asks Ss to complete them by working in pairs. "Please complete these sentences by yourselves. Then share your answers with your partner."

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