To provide clarification, review and practice of conditional sentences types 1 and 2 in the context of problems and solutions
To provide fluency and accuracy speaking practice in a conversation in the context of problems and solutions
Procedure (40-53 minutes)
The teacher will project a slide on the board. The slide contains some pictures conveying two problematic situations and asks the students to suggest solutions for these problems. The aim is to get the students remember the structure of first and second conditionals.
The students will be given a gap-fill HO containing seven conditional sentences. They are told to do it individually. ICQs: Should you check the correct answer or fill in the gaps? Should you do it in pairs or alone? Should you talk during the test? The teacher will monitor the students attentively during the test and takes notes of their mistakes. The correct answers will be provided in an answer key to be stuck on two sides of the classroom. The students will be asked to stand up and check their answers with the correct ones provided on the walls once they are finished with the test.
Two marker sentences will be put on the board. The teacher asks the students some questions about the meaning of the sentences. A quick review on the form will be done with the help of the students. Some clarification and drilling regarding the pronunciation, punctuation, and intonation will be done. CCQs: Is this about future or present? Is it possible or impossible?
The students will be put into four groups and then they will be given an HO containing four scrambled if-clauses and they are asked to put the sentences in the correct order in their groups. After this, the students should put the unscrambled if-clauses under the right category on the piece of the paper provided by the teacher on the wall. ( The categories are type 1 and type 2) Then the students are asked to move around the classroom to look at other groups' answers. ICQs: Should you unscramble or complete the sentences? Should you write them or put them on the board? How many categories are there?
The teacher puts the students in different pairs and asks them to use the if-clauses in the previous activity to form a question which they are going to ask their partners and switch roles in their pairs. ICQs: should you make completely new questions or use the phrases in the previous activity? Should you write the questions? Should you write the answers? The teacher will monitor the students speaking and takes notes of their mistakes. The teacher checks some pairs and does the error correction.
The teacher divides the class into two groups. Each group will be handed out an HO containing some situations. One of the groups is going to make first conditionals and the other one second conditionals about the same situations. Then the teacher names a situation and the students make one first and one second conditional in their groups. Some error correction will be executed if needed.