To provide clarification of conditional future clauses (unless, as soon as, if, until and when) in the context of exam situations.
To develop students' skills in speaking in the context of future examinations.
To develop students' skills for listening for gist and detailed information in the context of future examinations.
Procedure (31-45 minutes)
To begin with the teacher will ask them what type of exams they need to do in their country. The teacher will give them a list of questions that they will discuss together in pairs. Students will discuss the questions. T will elicits some answers from some of the students.
Teacher will introduce the two different people and exams that they will hear. T will explain what these exams are briefly. T will explain that the students will listen once to the listening and answer some questions. Teacher hands out the questions. Ss listen and T monitors to see if they need to listen again. Peer check Teacher elicits answers to the questions.
T explains that they will listen again and this time complete the gaps in the conditional sentences. Students listen. Peer check. T elicits the answers from the students and write them on the board.
T will go through each sentence one my one, eliciting meaning through timelines and CCQs. T will show the structure on the board and elicit where we use will/ won't and where we don't. Students write down the information as we go. T will drill the sentences with the class, getting one half of the class saying the first part of the clause and the second half of the class saying the second half.
T will explain that the students will work in pairs to match up two parts of a sentence. Ss work in pairs to complete the task. T will project the answers on the board and allow students to check their own answers. t will elicits any problems or questions from the students.
T explains that they will work in a group of 4. They will write the first part of the clause and then pass the sentence to another student and that student will complete the sentence. Then that same student will write the first part of a sentence and then pass the sentence to the next student. T will demonstrate the task as it is complicated, showing a diagram on the board. Sentence 1= if, sentence 2= as soon as, sentence 3 = when, sentence 4 = until, sentence 5 = unless Ss check the sentences together as a group. T elicits some good sentences from the groups and writes them on the board
Ss will try and speak about future exams, or about future plans for English (if they haven't got any exams) and will try and use the target language.
T writes down some examples from the freer practice and boards the good and bad sentences. T elicits some feedback of how we can correct the bad sentences.