The Second Conditional Unreal Possibility or Dream!

Mariam EL Sakka
11/29/2012

Level: High Intermediate

Date: November 29,2012

Time: 2 hrs.

No. of Students: 20

Grammatical Aims: For students to use the second conditional accurately and fluently. Functional Aims: Expressing unrealistic ideas and wishes. Relevance: Students need to express unrealistic situations in the present time. These students are in an academic setting and need language and motivation to discuss their ambitions and wishes. Objectives: - tell about an unrealistic event. To let students use passive voice in the present tense. - To express hypothetical intentions using the phrase, If I won , I would. - Motivate students for further language learning. - Offer students exposure of authentic communication. Assessment: Completion of tasks, accurate writing using the second conditional, successful reporting, use of recordings to check accuracy Language Skills: Listening : Teachers guiding instructions, explanations, peer listening, and the presented audio and video clips Speaking : Drilling, practicing, group working, reporting, role-playing Writing : Exercise completion, board work Reading : the reports. Discourse : Group discussion, reporting of role-plays, creating role-plays Learning Styles: Auditory : Teachers guiding instructions, explanations, peer listening, and the presented audio and video clips Visual: PowerPoint, video, color usage Tactile : Cellphone recording and playing back Materials: PowerPoint presentation, YouTube clip, personal recording, student cellphones. Anticipated Problems: Students might try to make multiple attempts at recording the role-play. Students might try to play their recordings too early in the report stage. Students may try to perform the role-play rather than report on it in the reporting stage. Methodology: Task-Based Learning (Willis Model) Assumptions: Students being high intermediate will have had previous study and exposure to the first conditional. Students will be familiar with role-plays. The majority of students will have cellular phones with recording capability. Agenda: Guided meditation Brainstorming Role-play Planning Reporting Authentic Listening Language Practice

Phase /Stage

Timing

Teacher Activity

Student Activity

Success Indicators Ss are able to converse and come to a solution.

Aims of the stage Introduce task. Activate schemata. Authentic use. Clarification. Exposure. Motivation.

I- Pre-Task Introduction to topic and task

5 min.

Guided meditation. T leads Ss to imagine they won a $ 10 million. What would they do?

Ss listen and imagine their dreams, plans and intentions. After this, they tell their partner(s). Ss listen to Ts instructions and brainstorm potential vocabulary in pairs.

10 min.

T explains the task. Working in pairs, students will roleplay a situation in which one student asks his partner the question and discuss three things he would do if he won a $ 10 million. T instructs Ss to brainstorm vocabulary they will use in the role play. Ss are asked to take out cell phones and find the recording feature in the phone. Ss are paired so that each pair has at least one cell phone. Ss are then asked to perform the role-play and record it.

Ss are able to explain the directions and write accurate target vocabulary.

II-Task Cycle Task

10 min.

Ss take out cell phones and find the recording feature. Ss go to new groups. Ss perform their role-play and record it.

Ss are able to perform the role-play and make successful recordings.

Fluency, Negotiating meaning. Authentic use. Motivation.

Planning

15 min.

T tells Ss that they are going to describe what went on during their role-play. T monitors.

Ss prepare a Ss are able to presentation/report give the report. about what happened in the role-play.

Fluency. Focus on accuracy for reporting stage. Authentic use. Clarification. Motivation. Public speaking. Listening for specific information. Fluency. Authentic use. Exposure.

Report

10 min.

T changes the Ss groups and asks Ss to present their report to the new Ss. T instructs students to listen for differences. T reminds Ss not to perform the role-play, but to report on what happened.

Ss change groups and present their reports to the new group. Ss do not perform the roleplay. Ss listen for differences. Students play back recordings to check

Ss are able to discover differences. Ss descriptions match recordings.

accuracy.

Motivation.

IIILanguage Focus Analysis

5 min

T plays a recording of native speakers doing the task and asks Ss to pick out useful expressions, especially verbs.

Ss listen to the recording and write down useful expressions, especially verbs.

1:
Real English - Lesson 59 - The Second Conditional

Useful Focus on expressions are form(s). Raise elicited from Ss. awareness of task/topic related lexis. Authentic use. Clarification. Exposure. Motivation.

10 min.

T answers Ss questions.

Ss ask T questions. .

Ss answer concept checking questions

Acquisition. Restricted use.

10 min.

T presents a review Of Ss listen and ask conditional II focusing on the questions. form. T gives Ss a controlled practice exercise based on language from the recording. Ss complete a gap-fill controlled practice. Ss answer concept checking questions Ss are able to complete the exercise accurately. Ss answer concept checking questions

10 min Practice

10 min.

T presents the video on conditional II for the second time. T clarifies. T assigns gap-fill exercise based on language in the recording.

Ss write answers on the board Ss watch the video.

10 min.

Ss do an error correction exercise based on language in the recording. Ss read the phrases and add words to make complete sentences..

5 min.

T asks Ss to complete the sentences to make up conditional sentences. T explains to Ss a new task where they are to work in groups and one S should continue the sentence his partner starts using conditional sentences. T explains the last task about the 2 pictures in exercise 5 and ask them to offer as

5 min.

Ss are able to complete the exercise accurately. Ss say a sentence orally Ss are able to then another continues make sentences with the last idea and using the say another sentence, second then the third etc conditional.

5 min

Ss work in pairs Ss are able to suggesting solutions for communicate the bride using the freely using the

many sentences as they can orally.

second conditional.

second conditional.

Additional possibilities: open- ended communication task: make up your own video conversation by using the question, what would you do if you met the queen? OR Write a paragraph telling about what would you do if you were the president of Canada? The Explanation The grammar structure for the second conditional is as follows: If + Past Simple would, could, might+ base form

If If If

there was a cheap holiday, I won the lottery, you made me a cake,

I would buy it. I would give 50% to charity. I would eat it.

If If If

brussel sprouts were delicious, I would eat more of them eat it. the earth were flat, the iPad were free, we could fall of the edge. I would have one.

Would, might, could + base form

if +

Past Simple

I would go to Australia I would eat that muffin I would live in a castle

If If If

it wasn't so far away. it were mine. I were rich.

Exercise 1 - Controlled Practice Fill in the gaps with the correct form of the verb. 1. If she_________ (make) more effort, I would ____________(consider) helping her. 2. If cars didnt ________(have) such large batteries, they would _________(be) quicker to drive. 3. I wouldnt __________(carry) my wallet around in my pocket if I ________(be) you. 4. If I __________(train) properly, I could ___________(run) a marathon. 5. I would _________(go) on a diet if I _________(be) overweight. 6. If I ________(have) a garden, I would __________(grow) roses. 7. Would you __________(be) surprised if it ___________(snow) in July? 8. If I ________(know) his number, I could _________(give) him a call. 9. You would _________(get) better results, if you __________(work) harder. 10. If I ___________(have) more spare time, I would __________(write) a book.

Exercise 2 - Free Practice Complete the following phrases making conditional sentences.

If I had more money. If I had more time If I were an alien.. If I were you. If I lived in the country. Exercise 3

Take the first clause of one second conditional sentence. The first student has to complete that sentence in their own words. The next student has to take the second clause from the first student's sentence, and change it into the first clause of another sentence, and complete that sentence. The next student continues in the same way e.g. I would be happy if

First student: I would be happy if it was sunny every day. Second student: If it were sunny every day, I would want to spend every day at the beach. Third student: If I spent every day at the beach, I would be good at surfing. Fourth student: If I were good at surfing, I would go to international competitions. etc etc

Some potential starters:

I would be happy if . If I lived in the country

If I had more money I would Exercise 4

Meet Jane and John. They are about to get married, but John has arrived at the wedding looking like this. Get the students to make sentences describing what John would have to do, to make Jane happier about his appearance e.g.

If he took off his sunglasses, he would look much better. Jane would really appreciate it if John shaved.

References

1. Real English, lesson 59- the second conditional, YouTube

www.youtube.com/watch- Feb 2008 - 2 min - Uploaded by realenglish1

2. www.esl-lounge.com/student/grammar.../grammar-intermediate.php