Aaisha Saniya Aaisha Saniya

Aaisha Saniya: Grammar Lesson Plan
Intermediate level

Materials

Abc Student Book p.58
Abc Worksheet
Abc Student Book p.117
Abc White board & colored markers
Abc Student notebook and pen

Main Aims

  • To provide clarification, review and practice of Second Conditional

Subsidiary Aims

  • To provide gist reading practice using a text about on Scuba Diving

Procedure

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

Mix, Pair, Share Kagan Sturcture will be used... The teacher will say, "When I switch on some music, you will move around the class. When the music stops you will pair with the person nearest to you" ICQs for the Task: 1. Will you work individually or pair? (Pair) 2. Will you move around or just stand? (move around) 3. When the music stops, will you pair up with the nearest person or will you search for your friend? (Pair up with nearest person) Once the ss are paired up, the given picture (on p.117) will be shown on the screen. teacher will ask the students to look at the picture and will answer the question: 1. Why do you like/dislike scuba diving? Each student will have 30 seconds to speak. ICQs for the Task: 1. How much time do each of you have? (30 seconds) 2. Will you speak or write? (speak) 3. Will you work in groups or pair? (pair)

Pre-Teach Vocabulary (2-4 minutes) • To explain the blocking words that may make it difficult for students to understand the text

Through pictures on flash cards, handed out to each group and explain. The flash cards will have the pictures on them. Students will write the words after explaining below the picture. MPF will be used.

Gist Task (6-8 minutes) • To provide a model of the target laguage and highlight the needed phrase.

Ss will listen to the video and answer the given questions, individually. ICQs for the task: 1. Will you work in pair or individually? (individually) 2. Will write your answers or say? (write) Questions: Fill in the blanks: 1. Libby says, "Was it scary? I think if i went, _____________________. (i'd be terrified) 2. Gina says, ".... If you went, ______________________. (you would absolutely love it) Once the audio finishes, students will share their answers with their shoulder partners, person with the longer hair will share first. ICQs: 1. Will you work with your shoulder partner or face partner? (shoulder partner) 2. Who will start first, longer hair or shorter hair? (Shorter hair) Teacher will call out a student and ask her to write the answers on the white board, and ask the students if all agree. Then the students will be asked to read the sentences out loud together.

Clarification (6-8 minutes) • To provide an opportunity to practice target productive skills

After Reading the sentences out loud, ask the students to underline the if clause: 1. I think if i went, I'd be terrified. 2. If you went, you would absolutely love it. Students will be reminded of the first conditional. The difference between first and second conditional is that, the first conditional is less likely to happen, but the second conditional could never or very rarely happen. Students will be told that the verb in the if clause will be in the simple past. example terrified in the first sentence. Students will be told that the remember that an if-clause is always followed or preceded by a consequence clause. Then the students will be asked to circle the consequence-clause. Students will be told that the in the consequence-clause will be in the simple past+infinitive. ex: would + be terrified. example I would be terrified in the first sentence. Students will be shown the timeline and it will be plotted. Then CCQs will be asked: 1. The verb in the if-clause will be present or past tense? (past) 2. In the consequence clause we use the would or will? (would) 3. If I ever go somewhere like Thailand, I might try it or I may try it? (might) 4. Will I say, If I speak or spoke? (Spoke) 5. The second conditional is like to happen or may never happen? (May never happen)

Controlled Practoce (6-8 minutes) • To make students produce the target grammar focusing on it only.

Ss will answer the below questions (given on a worksheet) using All Consensus AllRecord Round Robin. The teacher will say the following: "We will be doing a AllRecord Round Robin. you have 3 minutes to complete your worksheet. You will choose the correct word in the brackets. The shorter girl will start, by solving the first question, if everyone agrees, you write down the answer and clockwise the next girl will solve the next question. ICQs for task: 1. How much time do you have? (3 minutes) 2. Will you work in groups or pairs? (groups) 3. Who will start, shorter or longer? (shorter) 4. Will you go clockwise or anti clockwise? (clockwise) 5. Will you answer with your own words or choose from the brackets? (choose from brackets) 6. Will you only say the answer or write down? (Write down) Questions: 1. If it (rain/rained), you would get wet. 2. You (will not/wouldn't) be so tired if you went to bed earlier. 3. She would hurt herself if she (falls/fell). 4. If the weather (wasn't/isn't) so bad, we would go to the park. 5. We (may/might) buy a larger house if we (have/had) more money. 6. He (can/could) go to the concert if you gave him your ticket. 7. If he called me, I (cannot/couldn't) hear. After the time is up. The teacher will show the answers on the board, read them aloud and ask students to check their answers. Students will now solve the exercise in the student book on p. 58(b). They will choose the word from the box and fill it in the blanks. They have 3 minutes to finish the task. ICQs: 1. Will you work in groups or individually? (individually) 2. How much time do you have? (3 minutes) 3. Will you use your own word or from the box? (from the box) Questions: Once the task is over, the teacher will call upon a student to read and answer the first questions, ask everyone if they agree or no, if yes, another student will be called upon to read and answer the next question and so on.

Semi-Controlled Practice (3-5 minutes) • To make students produce the target grammar focusing on i and adding only.

Students will work individually and answer the next part of the worksheet. They can write anything that suits the sentence, but they have to follow the correct rule. They will have 4 minutes to finish the task. ICQs 1. Will you work in pairs or individually? (Individually) 2. How much time do you have? (4 mins) 3. Will write from your mind or is the answer given? (write from our mind) Questions: (Answers will vary) 1. If I won the lottery, I would ______________________________. (buy a big house) 2. If I met the Queen of England, I ______________________________. (I would say hello) 3. She would travel all over the world if she ______________________. (were rich) 4. She ________________ if she ever studied. (would pass the exam) Now students will read the 1 funny sentence they have written. They will do a single Round Robin. They have 20 seconds each. ICQs: 1. How much time does each person have? (20 seconds) 2. Will you read all sentences or just one? (just 1) 3. Will you work in groups or pair? (Group) Teacher will be listening through out the activity and correct the mistakes later on in the worksheets.

Freer Practice (6-8 minutes) • To make the students produce the target grammar in a free conversation

Students will do Continuous Round Robin. Instruction: "If I won a million dollars, I would....." will be written on the board. We will do Continuous Round Robin, you will have 3 minutes, you need to use the if-clause and make sentences. You will start from the one written on the board and continue in the same way Ex: If I won a million dollars, I would buy a Lamborghini. the next student will continue, If i bought a Lamborghini, I would drive to Seattle" and continue this for 5 minutes. The girl with a longer feet will start. ICQs: 1. Will you work in group or pair? (group) 2. How much time do you have? (5 mins) 3. Will you use if and consequence sentences or anything you like? (if and consequence) 4. Who will start first, longer or shorter feet? (longer feet) Teacher will takes rounds and listen to the students. If any student, makes error, the teacher will note down. At the end of the activity, the teacher will write these random sentences on the board and ask one of the student, what's wrong with this sentence. and share the correct answer with the whole class.

PACS (3-5 minutes) • Correcting common mistakes and wrapping up

During all the speaking activities students' conversations will be heard by the teacher and the mistakes will be noted. At the end of the activity, the sentences will be written on the board and students will elicit the mistake and correct it. During the writing tasks, students will either check from the board or their friends. The notes will be given in their copybook while correction.

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