Tasneem Ashur Tasneem Ashur

Conditional clause (type 2)
Intermediate level

Materials

Abc powerpoint pictures
Abc The board and some colored markers
Abc Gap-fill handout

Main Aims

  • For students to practice and use of conditional clause (type 2) in the context of protests

Subsidiary Aims

  • To provide accuracy and fluency speaking practice in discussion in the context of protests
  • To provide accuracy

Procedure

Warmer/Lead-in (3-4 minutes) • To generate interest in the topic of the lesson.

• Teacher displays some pictures on the screen. • Teacher elicit the meaning of the presented pictures and then asks what would you do if you had one of those things/ability? • Students work in group of 4 to discuss the topic. • Teacher collects some interesting feedbacks.

Test #1 (5-7 minutes) • To diagnose what students already know about the TL

• Teacher monitors and notes down any problems

Teach (13-15 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

Elicit • Teacher asks; what would you do if you were the president of USA? • Teacher elicit answers from random students. Concept Check • Teacher asks CCQs: 1. Is it possible that you become the USA president? (No) 2. Are you the president of USA? (No) 3. Is this sentence about the past or the future? (future) 4. Is this sentence about the present and future? (Yes) Drill • If I were ..., I would do....... Write • Teacher writes three examples, one for positive sentence, one for negative and another for question on the board, and elicits the form. positive : if I were the president of USA, I would help refugees from all over the world. negative: if I were the president of USA, I would not live in the white house. question: what would you do if you were the president of the United States? Stress

Test # 2 Part, A (3-5 minutes) • to check that Ls have improved in their knowledge of the TL

• Teacher chests out a worksheet and asks student to work individually. • Students insert (if) in the correct place in the sentence. • When students finish, they check their answers in groups. • Teacher collects some feedbacks.

Test #2 part, B (6-8 minutes) • to provide an opportunity for Ls to use the TL.

• Teacher chests a hand-out, and points to question 2. • Students work on the task individually to complete the questions using the verbs in brackets. • Once students finish, they check their answers in pairs. • Teacher provides them with answer key for students to check their answers.

Free practice (4-6 minutes) • To provide students with free practice of the target language

• In pairs students ask and answer the questions in exercise 2. • Once they finish, students swap pairs and share their friend's thoughts. • Teacher collects few feedbacks, then ends up the lesson by commenting on students' performance.

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