To provide clarification, review and practice of Second conditionals in the context of Money, bucket lists and later on a completely free use of context with the target language.
To provide accuracy speaking practice in a conversation with accuracy on the use of second conditionals in the context of Money
Procedure (47-58 minutes)
1. Morning and re-aqcuaintance of names and learn the names of those who may be new. 1.a Show and initial video taken from YOU TUBE about what people would do if they won the lottery. http://www.youtube.com/watch?v=kOSNTqHHXPA 2. Start by asking questions about money and what they may do if they had alot of money. Link this to the subject of the bucket list that will be explained if necessary. Naturally try to elicit the language without them knowing the type of language they are using. I think this groups level should be able to use second conditionals. Example questions are below: a. If you won 10million lira on the lotto, what would you buy first? b. If you had the most money in the world what would you like to do? c. If you were very ill and had two days to live but had enough time to do something amazing, what would you do? At this point I hope they would have unknowingly have been using 2nd conditionals at a basic level. 3. Explain to the class how this lesson will be based around grammar and the use of second conditionals.
In this stage i will expose the students to the context of money, wealth, winning the lottery and bucketlists. Chest read the article and explain how you would just like them to read it to later discuss. ICQ at this point. 1. The students will be given 3 minute to read the article to give them ideas as to the context of the lesson. 2. Once the students had read the article check if there is any vocabulary they do not understand and clarify the meaning. 3. Introduce other vocabulary in relation to wealth and money using a brainstorm on the whiteboard. Clarify meaning and usage.
1. Elicit a (bucketlist,lottery win) SECOND CONDITIONAL sentence from a student and ask them to write it on the board. 2. Use the other students to break down the sentence into the parts of a second conditional. Use elicitation to eliminate TTT. 3. Hopefully the class will have given me enough information to break down the sentence to make the format of the rule clear. Explain the rule of second conditional and clarify any pronunciation.
1. Ask the students to get into groups in which the teacher must dictate who they are with. Ensure they are mixed up in order to move them away from the people they are sitting with. 2. Chest read the handout in which you will ask them in groups to discuss and answers. Allow them 5 minute to discuss. ICQ at this point. Also use an example on the board and use CCQ's to ask a few students. 3. Ask them group by group to give you two answers and write them on the board. 4. Then as a class correct any mistakes that may have been made.
1. This exercise is similar to the first but will give the students more of a free reign. The activity will lead to peer checking rather than checking by the teacher. 2. Place the class into pairs but initially work as an individual. Chest read the handout of 6 questions. Once you have used ICQ's give out the H.O.'s and allow them to think of some answers amongst themselves as to what the answers could be. 3. Then allow the students in their pairs to discuss their answers with each other.
1. Change the groups from the previous arrangement. Ideally groups of 3-4. 2. Explain how they will have free practice to use what they have learnt so far to apply the grammar rule to any context they wish. ICQ and CCQ at this point. 3. Give them free practice in the context of any topic with the use of 2nd conditionals. Allow them to speak for 8 minutes then elicit some answers.