Abdulsalam Abdulsalam

2nd Conditional
Upper-Intermediate Level level

Description

In this lesson, the students will expand their way of speaking in using the 2nd conditional. The lesson will start by introducing the busy lifestyle people that are suffering from nowadays, enabling the students to express what people would want to do so badly, yet they can not, due to lack of free time. Then they will be exposed to the target language ( 2nd conditional sentence) to review and clarify. Once this is done the students will be ready for more freer practice of speaking for fluency and accuracy in the context of busy life.

Materials

Abc PPt slides
Abc Pictures

Main Aims

  • For the students to practice speaking for fluency and accuracy in using the 2nd conditional in the context of 'busy lifestyle'.

Subsidiary Aims

  • To provide review, clarification and practice in using the second conditional in the context of 'Busy lifestyle'.

Procedure

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

-T displays (slide1) showing a picture of a busy lady. -T asks the students to take a look at the picture. -T asks the Ss to discuss the prompting questions and points displayed underneath the picture (Breakout rooms). -T monitors the Ss as they discuss the picture and the prompting questions (no interference is needed as long as the Ss are discussing). -T listens to Ss after they get back from the breakout rooms.

Exposure (8-10 minutes) • For the students to be exposed to the target language (2nd conditional) in the context of 'Busy life'.

-T displays (slide2) showing the same picture. -T explains that the lady is extremely busy, however, she wants to do so many things which she can't due to lack of time. -T asks the students to try to generate some sentences regarding the busy lady (breakout rooms). -T monitors the Ss as they discuss and generate sentences using the target language. -T could interfere in case the Ss needed help. -Ss express their thoughts once they get back from the breakout rooms. -T displays (slide3) containing a short text. -T asks the Ss to read and discuss some points regarding the text. -T monitors the Ss as they discuss in breakout rooms. -T asks the students to highlight the target language.

Useful Language (8-10 minutes) • Fir the students to get more review and clarification of the target language(2nd conditional) in the context of 'Bust lifestyle'

-T displays (slide4). -T tries to elicit the target language and display the needed sentences. -T asks the Ss of the way to contract (subject pronoun+would). -T elicits the answers and drills them. -T uses CCQs to test/confirm Ss comprehension. -T displays (slide5). -T displays the target language in a sentence and asks the Ss to change it into a question. -T elicits the answer from the Ss. T explains that questions intonation is different from positive and negative sentences. -T drills until the Ss get it. (Slide 6 could be skipped if time is needed) -T displays (slide 6). -T displays questions and asks the Ss to answer it. -T elicits the answer from the Ss. T asks the Ss think of different ways to answer the questions using different words. T tries to elicit the answers rather than displaying them right away. -T confirms using CCQs.

Productive Task 1 (8-10 minutes) • For the students to practice speaking for accuracy and fluency when using the second conditional in the context of 'Busy lifestyle'.

-T displays (slide 7). -T asks the students to use a pen and paper if needed. -T explains that they need to interview their partners. - T explains the rules of the activity: student A is very busy. Student B asks A, 'What would you do if you had more time?'. Ss can use the prompts if needed, but not get restricted by them. - T gives ICQs to confirm that the Ss got the instructions. T confirms that in the feedback they will be telling the class about their partners, not themselves. -T monitors the Ss as they interview each other in the breakout rooms. -T could take some notes to use in the feedback stage. -Feedback: -T listens to the Ss as they tell the class about their partners. -T could use the finger corrections if needed or any other suitable technique.

Productive Task 2 (8-10 minutes) (4-5 minutes) • For the students to practice speaking for fluency and accuracy more freely when using the 2nd conditional in the context of 'Busy lifestyle'

- T displays ( slide 8) containing the activity of ' What would the world be if.......?'. -T asks the students to discuss how the world would be in these unreal situations. -T monitors the Ss as they discuss in breakout rooms. -T takes notes to be used in the feedback stage. -T could mingle the students around if he sees fit.

Feedback and Error Correction (4-5 minutes) • For the students to be provided with feedback in producing the target language (2nd conditional) in the context of 'what would the world be if....?'.

-T uses the notes in case there are any. -T listens and uses the most suitable techniques when correcting the students. -T encourages the quiet students in case they are shy to speak.

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