Time allotted: 45 minutes LESSON PLAN 12 (standard program) UNIT 5: HIGHER EDUCATION Section E: Language Focus AIM: By the end of the lesson, students will be able to pronounce some words of more than three-syllables and continue using conditional sentences in some situations. LEXICAL ITEMS: Words and phrases about Unit 5 TEACHING AIDS: Posters, textbook. PROCEDURES: Time Content Teacher’s activities Students’ activities 2’ 6’ @ Warm up: - How many words are there in the box? * Pronunciation - Sticks the colorful poster on the board and asks the question. -Answer orally -Go to the board to put 10’ economics psychology philosophy engineering sociology mathematics geographical archeology * Practise reading sentences. (page 59, textbook) I. Presentation: Conditional Sentences  Type 1:  Example: How do you feel if you get good marks? - If I get good marks, I will feel very happy. - Divides the class into 2 groups and asks them to put the stress on the words. -Plays the tape to check the answers. -Continues playing the tape. -Asks the question. -Leading to the the stress on the words. -Pronounce -Listen & repeat - Listen & repeat -Listen & answer  Form: If clause: If clause Main clause S + V will S + can + V  Meaning: This type of sentence implies that the action in the if- clause is quite probable.  Type 2: a. Form: If clause Main clause S + V 2 ED S + would + V could b. Usage: -Type 2 refers to the present and past tense in the if-clause is not a true past but a subjunctive, which indicates unreality or improbability. c. Example: example and write it on the board. -Explains the form and meaning. - Explains - Shows the form and usage. -Take note. - Listen - Copy down 20’ She doesn’t buy a car. She doesn’t have much money. - If she had much money, she would buy a car.  Type 3: a. Form: If clause Main clause S + had + V 3 ED would S+ should +have + V 3 ED could b. Usage: - It states that the action in the if- clause was unreal and didn’t happen in the past time. c. Example:  If I had had time, I would have seen the film. II. Practice:  Exercise1: group work (page - Explains - Shows the form and usage. - Divides class - Listen - Copy down - Work in groups - Write the answers on the 5’ 2’ 119) - Group 1: sentence 1  2 - Group 2: sentence 3  4 Write the answer on the board.  Exercise 2: Pair work Checking: one students read the first sentence, one student read “if” sentence. Other students listen and check.  Exercise 3: Individual work. III. Production: Game into 2 groups - Asks each group to write the answers on the board. - Asks students to work in pairs - Asks each pairs to read. - Asks students to do this exercise individually. - Calls students to write sentences on the board - Corrects board - Work in pairs - Read the sentence - Other students listen. - Do the exercise - Write the answers -Listen and correct (Reviewing 3 types of If clause) - Group 1: If clause - Group 2: main clauses and vice verse (a number of sentences depend on the time) @ Homework: Students practise pronunciation more at home, and make 2 sentences for each type of if-clause. - Guides students to play game. - Matches two clauses and reads -Asks Ss to do homework. - Listen and play -Individually . Time allotted: 45 minutes LESSON PLAN 12 (standard program) UNIT 5: HIGHER EDUCATION Section E: Language Focus AIM: By the end of the. sentences on the board - Corrects board - Work in pairs - Read the sentence - Other students listen. - Do the exercise - Write the answers -Listen and correct (Reviewing. and write it on the board. -Explains the form and meaning. - Explains - Shows the form and usage. -Take note. - Listen - Copy down