Ciccone, Isabella
Background:Room #607
Time: 9:30am-10:30am
Class Background: 20 adult immigrants, mixed genders, nationalities, and languages
Topic: “If” and “When” clauses
Previous lesson: crime and punishment
Materials/Aids: smart board, smart board markers, USB key, white board, white board markers, 2 handouts, snap cards 1, snap cards 2
Assumed knowledge: good comprehension, conversation, reading, and writing skills;crime and punishment vocab
Lesson aims:
- Students learn the formation of “If” clauses
- Students learn the formation of “When” clauses
- Students are able to read/understand an article, answer comprehension questions, and explain their section to another group.
Timing / Procedure / Interactions / Skills / Materials/Aids / Comments
9:30-9:45
(15 minutes) / Presentation of “If” clauses:
Teach the “If” clauses using Amber and her party. We use if when something is possible, but not for sure; 50% (If Amber has a party, her friends will come. If Amber’s boyfriend asks, they will get married. If Janet is in Vancouver, they will go out for lunch.) Use pictures to teach Students the meanings. Have students repeat the sentences for pronunciation. Then write the form and examples on the board. Give students time to copy down the notes.
Objective: Have students understand “If” clauses mean something is possible/50% sure.
Learning Outcome: The students understand the meaning, pronunciation, and form of “If” clauses. / T-Ss / L+S+R / Smart board, USB key, white board, white board markers
9:45-9:55
(10 minutes) / Activity #1:
Play “snap” with students. Each table will get a set of cards, some will have the first section of the “if” clause on them and the others will have the second part. The students must match the sentences together.
Objective: The students will practice forming “if” clauses.
Learning Outcome: Students begin to recognise form of “if” clauses and practicein a smaller group. / Ss-Ss / R+S / Snap game cards 1
9:55-10:10
(15 minutes) / Presentation of “When” clauses:
Teach “when” clauses in the 3 tenses using Amber again. “When” is used when we are 100% sure/positive. (When Amber was a little girl, she played with dolls. When Amber eats dinner, she drinks a glass of wine. When Amber is older, she will travel around the world.)
Use pictures to show Students meaning. Have students repeat the sentences for pronunciation. Then write the form and examples on the board.
Objective: Have students understand “when” clauses in the 3 tenses.
Learning Outcomes: The students understand the meaning, pronunciation, and form of “when” clauses. / T-Ss / L+S+R / Smart board, USB key, white board, white board markers
10:10-10:20
(10 minutes) / Activity #2:
Play “snap” with students. Each table will get a new set of cards, some will have the first section of the “when” clause on them and the others will have the second part. The students will mix these in with the “If” clause cards. They must properly match the “If”/”When” sentencestogether.
Objective: The students will practice the correct forms of “when” clauses in the 3 tenses as well as “when”.
Learning Outcome: Students begin to recognise “when” clauses w/ the 3 different tenses and see the difference between “If” and “When” clauses in a smaller group. / Ss-Ss / R+S / Snap game cards1&2
10:20-10:30
(10 minutes) / Mingle:
Give students handout #1 with 16 “If” and “When” questions on it. The students must ask and answer each other at their tables. One person answers one question, then asks the next person the next question. They may write the answers on the paper.
Objective: The students will practice using “If” and “When” clauses while speaking.
Learning Outcome: Students solidify knowledge of new grammar before they leave the class. / Ss-Ss / R+W+S+L / Handout #5
(Extra worksheet or homework) / Review:
Review “If” and “When” clauses with handout #2.
Objective: The students will practice using “If” and “When” clauses at home.
Learning Outcome: Students practice writing new grammar at home so they don’t forget the form. / Ss / R+W / Handout #2