Zeynep Zeynep

Teaching Practice 4
Intermediate level


Main Aims

  • To provide clarification and practice of Third Conditionals (unreal conditions about past events)

Subsidiary Aims

  • To provide fluency and accuracy by practicising Third Conditionals


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

T greets the students and introduce herself to new comers if there are any and ask their names. If students sit in different places T asks them to move their places and make the classroom into horseshoe shape. T posts three Pictures on the board about bank robbery. T. asks students what they see in the Picture? What is happening in the Picture? What is it called? Here the aim is to elicit the words that they have learned in the previous lessons. Once they say the words T writes it down and put Sts. into pairs and make them discuss about the situation in the pictures. What do the pictures tell us? is the question to discuss. After the discussion part, T asks the pairs' opinions about the pictures and they talk together.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

T tells a story of her friend. The bank robbery event her friend experienced last month. T. ends the story with the sentence from the mouth of her friend's husband mouth. She says "if you hadn't gone to the bank, we wouldn't have lost our Money." CCQ Did she go to the bank? Do they have the Money now? Who has the Money? T writes this sentence on board to the centre of the WB. T puts the students into pairs and ask if they have ever experienced such a thing. It can be a robbery, loss of someone, etc. After the discussion, T asks each student the answer of their partner. T asks what would have happened if they changed the situation? How would they change the situation?

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

T. turns the students' attention again to the sentence in the middle of the WB and ask the students remember the Reading text that they have done in the previous lesson and ask if there are similarities between the situation my friend experienced and the text tells. After giving the instruction T again puts them in pairs and make them discuss the similarities between two situations. After the discussion finishes, T asks sts to exchange their ideas.

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

T asks sts to pair up and quickly look at the Reading text again with their pairs. This time it is to find a sentence very similar to the sentence on the WB. ICQ: Are your reading the whole text in detail? no Are you going to read it slowly? no Are you looking at it alone? no with our pair/ partner What are you going to find? Sentence similar to the one the board Are you looking at three sentences? No, only one. The early finisher has the right to check others' answers. The sentence they need to find is: "If everything had gone according to plan, this would have been no joke." One of the students writes it on board under my sentence. Teacher asks the meaning of the sentence to the Sts and elicits answers from them. CCQ: Did everything go according to the plan? no Have they become a joke? yes Do they want to change the past? yes T. writes the meaning of these two sentences next to them. When did these events happen? Are they in the past? yes Are they real situations? no Does the person wants it to be real? yes Are they true? no Meaning is unreal past, imagined past Meaning: If conditional clause, result of imagined situation. From these two sentences, T writes a formula but asks it first to the whole class and they formulate it together Form: If past perfect tense(had+past participle), subject+would('d)+have+past participle (+) If past perfect tense (had+past participle), subject+wouldn't +have+past participle (-) If past perfect tense(had+past participle), would/wouldn't+subject+have+past participle (?) Pronounciation: use of I'd and full form of conditionals will be drilled both W/c and individually.

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

T. forms Sts into pairs and they will fill in blanks in ex2 Instruction Look at ex2( T. chests the HO and shows the ex to the Sts) Fill the gaps with unrealconditional with your partner. ICQ Which exercise are we doing? ex:2 What are we doing in that exercise? fill in the blank with unreal conditions Are we doing it alone?no with our pair OK Sts will check the peers' answers and discuss them. T.post the answer key on the Wall. All go there and check their answers.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

T forms Sts. into new groups and asks them do ex:2 in HO. Instruction: T chests the HO and shows ex:2 read the text in ex2 individually write 5 sentences about the text using unreal conditional like the example check the answer with your pair. ICQ Which exercise are you doing? ex:2 Are you going to write? no read the text first Are you reading it with your friend? no alone Do you wait after you finish reading? no write sentences Are you writing ten sentences? no 5 After you fin,ish writing, are you waiting? no check with out partner After peer check groups change their papers and check each other's sentences. T monitors and gives feedback.

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

T gives instruction about ex:3 Sts get into pairs and talk about five important events in their life and how lives would have been different if they hadn't happened? Pairs talk together. T monitors and gives feedback if there is time left

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