Cemre Sert Cemre Sert

Materials

Abc Exercise Handout
Abc A Video of A Street Interview
Abc Cut-out Sentences
Abc A Photo of Lottery Tickets
Abc PPT

Main Aims

  • To provide clarification and practice of Second Conditionals in the context of winning a lottery.

Subsidiary Aims

  • To provide gist listening practice using a text about a street interview in New York in the context of winning a lottery.
  • To provide fluency and accuracy speaking practice in an interview on different topics.

Procedure

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

-T shows a photo of national lottery tickets to Ss and asks what they are. -T asks Ss whether they are planning to buy tickets for New Year's National Lottery and whether they know how much it gives this year. -Ss answer the questions.

Exposure (7-10 minutes) • To provide context for the target language through a text or situation

-T asks Ss to watch a street interview about winning $10.000.000 in New York. -Then T asks them if they could understand what some of the people would do if they won the lottery. -T elicits the answers and reflects one of the sentences from the interview on board. -T asks how they call these kinds of sentences in grammar trying to elicit second conditionals..

Clarification (9-10 minutes) • To clarify the meaning, form and pronunciation of the target language

-T asks how many parts there are in this sentence: "If I won $10.000.000, I would buy an apartment in New York." -Then T asks CCQs to clarify the meaning: "Will I win the lottery? Not likely, improbable","Can I buy an apartment in New York now?NO" -T shows another example sentence on the board: "I would buy an expensive car if I had a lot of money." -Then T asks CCQs to clarify the meaning again: "Do I have that money in reality? NO", "Can I buy an expensive car now?NO" "Is it hypothetical? NO", Do we use second conditionals to talk about real or unreal situations? UNREAL" -Next, T shows the form of the TL by using different examples on the board. -T also shows the contraction of 'subject and would' and 'would and not'. -T drills the contractions chorally. -T also shows the special case with the verb "to be" on the board. -T clarifies the meaning and the form by giving examples on the board.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

-T prepares some stripes of papers in which there are sentences with the target words before the lesson and cuts them into two. -T gives the beginning of the sentences to a group of students and the endings to the other one. If there is an odd number of students, then T asks two of them to work with a partner. -T asks Ss to mingle and find the beginnings/endings of their sentences. -When Ss complete their sentences T asks them to go back to their chairs. -T does not elicit the answers now. -T asks Ss to match the beginning of the sentences to the endings in exercise a and check their answers in pairs. -Ss match them and check their answers in pairs. -T nominates Ss and elicits the answers. -T shows the answers on the board.

Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

-T asks Ss to fill in the gaps using the words in parenthesis in exercise b. -T asks Ss to check their answers in pairs and nominates Ss to elicit the answers. -T shows the correct answers on the board.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

-T asks Ss to interview their pairs using the questions in exercise c. "What would you do if...?" -Ss work in pairs and ask and answer the questions. -T monitors them and helps when necessary. - If time allows, T asks Ss to change their partners.

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