New lesson plan: Jobs, 1st conditional sentences

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Jobs, 1st conditional sentences - intermediate A2 level

Jobs, 1st conditional sentences
intermediate A2 level

Description

In this lesson, Ss will listen to a paragraph for 3 times and reconstruct the paragraph in groups. Then, they will check their peers' work and will be given the original paragraph to compare the similarities and differences. The teacher will highlight the TL and some common errors. Afterwards, Ss will do a follow-up activity.

Materials

No materials added to this plan yet.

Main Aims

To provide Ss with speaking, listening, reading and writing practice using integrated language skills
To provide gist and specific information listening practice using a text about what shop assistant say in the context of In a Shop

Subsidiary Aims

To provide grammatical practice of the first conditional sentences

Procedure (46-3 minutes)

Lead in (3 minutes) • To set the context

Write on the WB "Jobs". Mime to the Ss to you that you are a teacher. In pairs, ask the Ss to think about jobs (doctor, engineer, nurse etc...). Elicit the answers on the WB.

Reading #1 (2 minutes) • To set a gist task

Ask the Ss to listen carefully to the paragraph. Read the paragraph at a fairly natural speed, but not too slow. Ask the Ss some basic questions "What does he want to be?" and "Is doctor a good job?"

Reading #2 (4 minutes) • To set jotting down the key words task

Read the paragraph again and this time ask the Ss to write down the important words (verbs, nouns, adjectives). Model the first sentence on the WB to show to the Ss what to do. Instruction need to be really clear here. Have a look at what the Ss have written down to see whether you need to read the paragraph again.

Reading #3 (2 minutes) • To set adding more details task

Read the paragraph again (if necessary) and this time ask the Ss to write more information down. Be careful of the speed of your delivery. Make sure you pause from time to time.

Writing (8 minutes) • To set reconstruction task

Put the Ss into 3 or 4 (it depends on the number of the Ss) and together, sharing their information. Ask them to write the complete paragraph. You may want to nominate a secretary in each group to be the writer and to give each group a blank piece of paper to write on. Tell them that the task is to write the text so that their text has the same meaning as yours. It does not have to be word by word the same as the original.

Peer check (6 minutes) • To correct mistakes of form and meaning

Ask Ss to fix their materials on the wall. All groups go around, collaboratively checking mistakes of form (structure, spelling and punctuation) and meaning (using a different color). Give them the original text to compare against and get them to notice the similarities and differences (using the red marker).

Feedback (2 minutes) • To elicit from the Ss

Ask the Ss to say what were the similarities and differences that they found in the original paragraph.

Inductive Grammar (5 minutes) • To highlight the TL

Correct any common errors. Highlight the first condition sentence and clarify the meaning using CCQs (see the language analysis).

Semi controlled practice (optional) (2-3 minutes) • To match the papers

Give the Ss pieces of papers and ask them to match them in pairs or groups.

Semi controlled practice (10 minutes) • To talk about jobs

Show pictures of jobs (doctor, teacher, engineer, police officer, actor, singer and lawyer). Tell Ss that you are confused which job you want to choose. Ss choose 2 or 3 jobs to talk about using the structure "if you are ___ you will/can___". In pairs, Ss share their ideas. Elicit some answers.

Feedback and Error Correction (2 minutes) • To provide feedback on students' production and use of language

Ss decide which sentences are correct/incorrect and try to correct wrong ones.