Pablo Pablo

Teacher Practice 8 Grammar
Pre-Intermediate to Intermediate level


Abc Presentation
Abc If I Were a Rich Man Video
Abc Handout 1
Abc Handout 2
Abc Handout 3
Abc Handout 3 Answer Key
Abc Handout 1 Answer Key
Abc Handout 2 Answer Key

Main Aims

  • To provide clarification of on the Real Conditionals (0 an 1st conditional) in the context of winning the lottery

Subsidiary Aims

  • To provide fluency speaking practice in a converstation in the context of what happens when you win the lottery.


Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

In this stage the teacher begins by greeting the students and requesting them to watch a 1 minute clip from ¨If I Were a Rich Man¨ of the Fiddler on the roof musical. After it is over the teacher asks students to tell each other, in pairs and BORs what would they do if they won the lottery i.e. became a rich man/woman and to note it down in their notebooks.Also it is requested that they keep those notes at hand. During this exercise the teacher monitors.

Exposure (6-7 minutes) • To provide context for the target language through a text or situation

This stage begins with the teacher asking the students if they have ever wondered about what happens when you win the lottery. After eliciting one or two responses the teacher requests the students to do the following activity: Alone copy and paste all of the sentences with if and when from the text in a box provided for that purpose. They have 3 minutes. After completing this task they will pair-check for 2 more and then the answer key is shown in OCFB. During the exercise, the teacher monitors and aids any student with blocking word issues.

Highlighting (2-4 minutes) • To draw students' attention to the target language

In this task, students are requested to answer again alone and then pair check Activity 2 from Handout 1.During this period the teacher monitors. The task will be a simple select the correct statement exercise with three choices for each question with the correct one being a marker sentence with the target language. When they finish pair checking the teacher shows the answer key and when the exercise is over the teacher congratulates them.

Clarification (7-10 minutes) • To clarify the meaning, form and pronunciation of the target language

To clarify the meaning of the language the teacher asks the students to do in solitary , in pairs again, a new activity (Handout 2, activity 1). In this one, they have to choose the statements that are correct about the target language sentences from three choices focused on the meaning of it. The students are given two minutes to solve this exercise, after which they pair check the answers, if there is any doubt it will be clarified in OCFB. Using these answers on the board the teacher utilizes color highlights to allow students to visualize the form easily. Then the teacher requests the students individually to answer Activity 2 of the handout. In this one, they will observe the target language marker sentences and select the correct choice of form for them, then they will pair check and any doubt is clarified in OCFB all of which, hopefully, should not take more than 4 minutes. Pronunciation is reviewed with the phonemic alphabet, a brief study of the intonation of clauses supported by the Presentation and modeling and drills. After this, the stage is concluded and the teacher informs the students that the stage is over, .

Controlled Practice (4-6 minutes) • To concept check and prepare students for more meaningful practice

For this exercise, students, alone, then pair checked in Break Out Rooms, will go on to Handout 3, which contains a gap-fill exercise where they have to choose between the zero and first conditionals. The teacher demos the first answer and students do the rest individually for 3 minutes. Then they peer check for a maximum of 2. The teacher monitors and when finished the students do OCFB for any possible doubt.

Free Practice (7-9 minutes) • To provide students with free practice of the target language

For this stage, the teacher tells the students that the work is over and it is time to play. For this activity students will be sent to Break Out Rooms in pairs once more and follow the instructions found in Handout 3, Activity 2: Imagine that you have just won the lotto and you want to tell your partner everything you will buy and the actions you will now have to take Then the roles are reversed. Do not forget that all of your verbs have to be in simple present. Students are given 3 minutes for each role. The teacher monitors. After finishing students report on their classmates' future actions in OCFB.

Delayed Error Correction / Feedback (2-5 minutes) • To provide learners with feedback on their correct and incorrect use of language

If time allows the teacher quotes cases of good language and praises them, afterward cases of incorrect language and corrects them, particularly if the teacher saw a common mistake among many or all learners, whenever possible the teacher prompts the learners for peer correction. After this procedure ends the teacher praises, bids farewell, wishes good luck and thanks the students for their help in his CELTA Course.

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