Lesson theme

IF I WERE A MILLIONAIRE..

School

70

Date

24.11.2017

Teacher

Kanybetova A

Class: 9 B

Present: 11

Absent:11

Learning objectives(s) that this lesson is contributing to

understand a sequence of supported classroom instructions

communicate meaning clearly at sentence level during, pair, group and whole class exchanges

use if clauses (in second conditionals); to give details on a limited range of familiar general and curricular topics

Level of thinking skills

Knowledge and Application

Comprehension Higher order thinking skills

Assessment criteria

• Identify common classroom commands with support

• Apply second conditionals appropriately in speech

• Use where clauses, before/ after clauses (with past reference), where to specify information

Lesson objectives

All learners will be able to:

• Understand common classroom commands

Most learners will be able to:

• Use if clauses in second conditionals

Some learners will be able to:

• Use second conditional when discussing events likely to happen in the future

Value links

Labor and creativity, cooperation, lifelong learning

Cross-curricular links

Kazakh, Russian

Previous learning:

Plan

Planned timings

Planned activities

Resources

Beginning

3 min

Organization moment

Dividing into groups

“money” by choosing money the students divides into two groups

They choose euro and dollar

Cards

Middle

33 min

Second Conditional-for unreal possibility

If I won the lottery, I would buy a car. The second conditional is like the first conditional. We are still thinking about the future. We are thinking about a particular condition in the future, and the result of this condition. But there is not a real possibility that this condition will happen. For example, you do not have a lottery ticket. Is it possible to win? No! No lottery ticket, no win! But maybe you will buy a lottery ticket in the future. So you can think about winning in the future, like a dream. It's not very real, but it's still possible.

Notice that we are thinking about a future condition. We use the Past Simple tense to talk about the future condition. We use would + base verb to talk about the future result. The important thing about the second conditional is that there is an unreal possibility that the condition will happen.

Sometimes, we use should, could or might instead of would, for example: If I won a million dollars, I could stop working.

Pair work.

Put the verb into the correct tense

Reading:

Ex 5 Read about Bolat how he describes his life and dream.
Bolat
I live in a small flat with my parents a sister. My father is a teacher. He doesn’t earn much. My mother is a housewife. She can’t find a job. I have a granny who looks after us. My sister and I go to ordinary school. We usually get there by bus. At school we wear uniform. At home we have a small cat “Blacky”. My life is boring.

His dream
If my father were a millionaire we would live in a house. My father would earn much money. My mother would have an interesting job. My sister and I wouldn’t go to an ordinary school. We would go to a private school, where we wouldn’t wear a uniform. We would wear fashionable clothes. My granny would travel all over the world. We would have “gold fish” at home. My life would be interesting.

Complete the sentences:

If I were a millionaire….

Group work:

• Order the second conditional sentences:

• 1) that were you I if wouldn’t I

• 2) we go to had more we could time the if beach

• 3) car won if new I buy the lottery I’d a

• 4) If I’d go France had helicopter my to own

• 5) you me buy loved if me you’d it for

• 6) would had chickens if they lips talk

Listening .Listen to the song and fill the gaps If I could turn back time
If I could find a   (way)
I'd take back those words that hurt you
And you'd   (stay)
I don't know why I did the   (things) I did
I don't know why I said the things I said
Love's like a   (knife) it can cut deep inside
Words are like weapons, they wound sometimes
I didn't really mean to   (hurt) you
I didn't want to see you go
I know I made you cry, but baby

If I could turn back time
If I could find a   (way)
I'd take back those words that hurt you
And you'd stay
If I could reach the   (stars)
I'd give 'em all to you
Then you'd love me, love me, like you used to do
If I could turn back time

My world was shattered I was torn   (apart)
Like someone took a knife and drove it
Deep in my   (heart)
You walk out that door I swore that I didn't care
But I lost   (everything) darling then and there
Too strong to tell you I was sorry
Too proud to tell you I was wrong
I know that I was   (blind), and darling

If I could turn back time
If I could find a way
I'd take back those words that hurt you
And you'd stay
If I could reach the stars
I'd give 'em all to you
Then you'd love me, love me, like you used to do, oh

If I could turn back time (If I could turn back time)
If I could turn back time (If I could turn back time)
If I could turn back time, oh baby

I didn't really mean to hurt you
I didn't want to see you go
I know I made you cry

If I could turn back time
If I could find a way
I'd take back those words that hurt you
If I could reach the stars
I'd give 'em all to you
Then you'd love me, love me, like you used to do

If I could turn back time (turn back time)
If I could find a way (find a way)
Then maybe maybe maybe you'd stay

Individual work: Test

Choose the correct answer:

1. If my grandfather were younger, he _________ so many things.
   wouldn't forget
   didn't forget

2. If I _________ more money, I would buy a new car.
   would have
   had

3. If she had an umbrella, she _________ wet. 
   wouldn't get
   didn't get

4. If we ________ a car, we would get there in 30 minutes.
   would have
   had

5. I ________ more careful if I were you.
   would be
   were

6. If animals could talk, I wonder what they ________.
   said
   would say

7. If she ________ harder, she would make more money.
   will work
   worked

8. If he changed jobs, he ________ much happier.
   will be
   would be

9. If it wasn't raining, we ________ to the beach. 
   would go
   will go

10. You wouldn't feel so tired if you ________ more.
   will sleep
   slept

https://youtu.be/8Fb1xw3eURQ

Homophone cards

http://www.youtube.com/watch? v=Z8WaE2SPK0k

End

4 min

Feedback

Students stick the smiles to the column: ‘suitcase’ – I know the material; ‘meat grinder’- I need to repeat the material. Students answer the concept questions:

• What did you take from the lesson?

• What tasks were interesting to do?

• What were the problems?

• Were the criteria of the lesson realized?

Reflection

Chart

Slide 14

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Critical thinking

• More support:

Create mixed ability groups for discussion.

• By level:

Extra time will be allowed for weaker pupils to write sentences

Emoticons

Thumb up/ thumb down

Group assessment sheet

Learners work in groups, apply skills and knowledge to a practical and cooperative task, and produce their own materials

Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

Did my planned differentiation work well?

Did I stick to timings? What changes did I make from my plan and why?

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Summary evaluation

What two things went really well (consider both teaching and learning)?

1.

2.

What two things would have improved the lesson (consider both teaching and learning)?

1.

2.

What have I learned from this lesson about the class or individuals that will inform my next lesson?

1.

2.