New lesson plan: Protests, Second Conditionals

Basak Akgun

Protests, Second Conditionals - Intermediate,B1 level

Protests, Second Conditionals
Intermediate,B1 level

Description

In this lesson ss learn about second conditional through guided discovery based on a reading text about protests.

Materials

No materials added to this plan yet.

Main Aims

To provide clarification and practice of Second Conditional in the context of protests

Subsidiary Aims

To provide speaking practice in a brainstorming, guessing in the context of protests.

Procedure (39-44 minutes)

Lead in (4-5 minutes) • Checking how much students know about conditionals

T focus ss on the text they have read and mention protests at London Family Courts and take ss' attention to the context. T asks the following questions -Are the courts fair to the men? -Can they see their children?

Reading for specific information- Highlighting the target language (4-5 minutes) • To introduce the target language

T focus ss' attention to the target language and asks ss to underline the sentences that are about unreal conditions. -If we had courts that were fair to men, we would be able to see our children. -If we had decent living conditions, this wouldn't be necessary.

Clarifying the Target Language (17-18 minutes) • To clarify meaning, form and pronunciation

T uses CCQs to clarify meaning using marker sentences 1- a-Are the courts fair to men?(No) b- Can they see their children?(No) 2- a-Do prisoners have decent living conditions?(No) b-Is the protest necessary? (Yes) 3- Are they talking about past or present? (Present) 4- Are they talking about real or unreal conditions? (Unreal) T asks ss how to make a sentence and elicits the form and writes on the WB with the marker sentence to clarify the form If + S + Past Simple, S+ Would + Verb( base form) If we had decent living conditions , this wouldn't be necessary T drills the sentence highlighting pronunciation (rising for the first clause then falling) T gives a handout to check if meaning and form understood. Ss are supposed to choose the options to choose between real and unreal conditionals and explain why. -If I(am/were) the president of the USA, people (will/ would) protest me. -If I (live/ lived) in Barcelona, I (will/ would protest the government. -If the nurses in Britain (earn/ earned) more money, they (won't/ wouldn't) go on a strike. -If there (are/ were) facilities for cyclists, they(won't/ wouldn't) ride naked.

Language Practice (10-11 minutes) • To provide controlled written and freer oral practice of Unreal Conditionals( type 2)

T asks ss to do activity 1 on the HO in a minute . Ss are supposed to put if in the correct place. T monitors ss and corrects where necessary T asks ss to do activity 2 on the HO. Ss are supposed to complete the questions and put the verbs in the correct form in 2 minutes. T asks ss to check their answers with their partners and get W/C FB. T asks ss to work in pairs and ask and answer the questions to each other in activity 2. then get some FB from pairs

Flexi-Stage- Feedback (4-5 minutes) • to establish their own answers- free speaking

T puts ss in two groups and gets them to do a sentence chaining in their group.The first sentence is "If I were unhappy about my salary, I would ..............." They have to start a new sentence with the second clause.