Jane Louise Chatterton Jane Louise Chatterton

TP3
Intermediate level

Description

In this lesson students will learn conditional sentences based on future situations in the context of taking exams. They will lead in with a listening text in which they will get the general gist of the listening and then listen for more detail to identify the TL. This TL will be focused on and checked for meaning. The students will then partake in some semi- controlled, controlled and freer practice.

Materials

Main Aims

  • To provide clarification of conditional future clauses (unless, as soon as, if, until and when) in the context of exam situations.

Subsidiary Aims

  • 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

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

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.

Exposure - Listening for gist (3-4 minutes) • To provide context for the target language through a text or situation

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.

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

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.

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

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.

Controlled Practice (5-7 minutes) • To concept check and prepare students for more meaningful practice

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.

Semi-Controlled Practice (5-7 minutes) • To concept check further and prepare students for free practice

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

Semi- controlled/ Free Practice (3-5 minutes) • To provide students with free practice of the target language

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.

Delayed feedback (2-3 minutes) • to allow students to understand where they have gone wrong

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.

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