Claudio Claudio

Claudio TP4
Upper-intermediate level

Description

In this lesson, students will learn and practice the second conditional through guided discovery based on a reading text about living with parents. By the end of the lesson, students will be able to express unreal situations in the present by using the grammar structure.

Materials

Abc Text
Edit?usp=sharing&ouid=114729592595919232415&rtpof=true&sd=true?size=16&default=html PDF
Edit?usp=sharing&ouid=114729592595919232415&rtpof=true&sd=true?size=16&default=html Move out?
Edit?usp=sharing?size=16&default=html Gap-filling sentences
Edit?usp=sharing&ouid=114729592595919232415&rtpof=true&sd=true?size=16&default=html Freer practice

Main Aims

  • To provide clarification of Second conditional in the context of Living with parents

Subsidiary Aims

  • To provide gist reading practice using a text about living with parents

Procedure

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

SS are shown two pictures depicting parents arguing with son and son moving out. T asks SS to look at them and discuss the questions 'What's the best age to move out? Why?' and 'What are the pros and cons of living with your parents?'.

Exposure (5-8 minutes) • To provide context for the target language through a text or situation

SS are shown a text containing three opinions on living with parents. T asks SS to read the text quickly and answer the question 'Do they want to leave their parents' house? Why?'. SS have 3 minutes to read the text and 2 more to discuss the answers in pairs in BOR. Next, SS share their answers in OCFB.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Meaning: SS are shown a sentence belonging to the text which uses the second conditional. Then, SS are asked CCQs to make sure they understand the context and the meaning of the grammar structure. T asks SS to repeat the sentence. Form: Using the same sentence, SS are asked CCQs to discover each part of the grammar structure. T asks SS to repeat the sentence. Pronunciation: SS are asked to point out the stress word in the sentence. Then they are shown more sentences are repeat together.

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

SS are given six gap-filling sentences and they need to put the verbs in the correct form. Then, they share their answers in pairs in BOR and tell partners whether the sentences are true or false for them. Next, SS share their answers in OCFB.

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

SS are shown the sentence 'If I had a lot of money, I'd...'. They have 5 minutes to come up with some ideas to complete the sentence. Then, T sends them to BOR to share their ideas in pairs. Next, SS report what their partners have said.

Delayed Error Correction (3-5 minutes) • To correct student's errors made during the lesson.

Using the slides on a PPT presentation, T corrects errors SS have made during practice.

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