Lindsay Warwick Lesson Plan

Stage Teacher procedure What the learners do Interaction Approxi-

mate
timing
1 Introduction T shows picture showing the conversation in the Students work in pairs: look at pictures and S–S 0.00
listening text. discuss who, where, what they are talking about
– and why.

Students feed back to the class S–T

2 Pre-teaching of T explains that learners need to know some words for Students recall or learn the selected words. T–S 0.05
vocabulary the listening they will do in a few minutes. T checks
understanding of the words:

It’s a very old wallet Students answer concept questions

• use realia (show a wallet)
• What do you put inside a wallet? (money)
• Who usually has a wallet – a man or a woman?
(man – elicit purse for a woman)

He gave money to charity

• show recognisable logos of various international
charities
• Where does a charity get money from? (people,
organisations, etc.)
• Do people have to give to charity? (no – it’s a free
choice)
• What does the charity do with the money? (help
people, give advice, do medical research)
• What other charities do you know?

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 She’s a very careless driver
create a mimed situation (driving)
• If you are careless, do you think about what you
are doing? (no)
• Is it easy or difficult to have an accident when you
are careless? (easy)
• If you are a careless person, what kinds of things
do you do? (e.g. leave your iron on; leave your car
keys in the car, etc.)

T writes each example sentence on the board as a

record if the words are unknown. Word stress and
phonemic script included.
3 Gist listening T reminds students of their predictions (from Stage Students recall the first stage and then listen T–S 0.15
1). to the dialogue to find out if their predictions
(who, where, what, why) were correct.
T plays the recording.

Check: (1) pairs (2) open class feedback Students give feedback.

4 Listening for T plays the recording. Students look at a set of pictures on the board T–S 0.15
details and listen to check which ideas Chris had about
Peer check: T invites pairs to put up hands for each the money.
picture if Chris considered it as an idea. T checks
what each picture meant with one pair each time.
5 Clarification of T reviews what ideas Chris had about the money in Students focus on and learn the meaning and T–S 0.20
grammar the wallet (from the previous task) and asks the fol- form of the target grammar by:
lowing questions:

• In the story, does Alex have a wallet with some (a) answering concept questions
money in it? (yes)
• Does Chris have the wallet? (no)
• Chris said, “If I found some money, I’d keep it”.
• Does Chris have a wallet with some money in it?
(no)

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• Is it possible for him to find a wallet with lots of
money in it? (yes)
• Is there a big possibility or a small possibility that
he will find a wallet? (a small possibility)
• Is finding a wallet full of money a real situation or
an imaginary situation for Chris? (imaginary)

T drills the target sentence (chorally and individually) (b) repeating the target sentence with help and
– “If I found some money, I’d keep it” – and highlights correction of pronunciation
the form using fingers, paying attention to (1) the
stresses on “I” and “keep” (2) the weak form “some”
(3) the contraction “I’d” (4) lively intonation.

T asks the following questions to highlight the past (c) thinking about and answering questions on
verb form: the form of the sentence
Is this verb in the present or past? (past)
Is he talking about now or the past? (now)
So … why do you think he uses the past form? (to
show that it is imaginary or unlikely)

T elicits additional example sentences from the text (d) trying to form new sentences using the same
and drills them, highlighting form with fingers and structure and concept
repeating CCQs:
• “If I found some money, I’d get a new mobile.”
• “If I found some money, I’d buy some clothes.”
• “If I found some money, I’d have a party.”

T writes the marker sentence on the IWB and elicits

the form from the students. The form is colour
coded to aid memory.

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6 Restricted Drilling: T starts by drilling “If I found some money, I’d Students get lots more practice in saying sen- S–T 0.30
practice (1) keep it”, followed by substitution drills using cards: tences using the grammar.
• find £20/return it
• find £50/buy some shoes
• win £500/go on holiday
• have lots of money/give it to charity

Choral followed by individual drills, using a variety of S–S

groupings and intonation/emotions; T error corrects
when necessary using elicitation through prompts
(facial expressions, finger correction, intonation, etc.).
Both “would/wouldn’t” drilled.

7 Restricted T shows a $1million note and demonstrates – “If I Students work in pairs and, using a substitution S–S 0.35
practice (2) had a $1million note, I’d buy a bigger house”. table, make true sentences about themselves
choosing “would/wouldn’t“ for each suggested
activity in the table.
8 Restricted Students complete a written exercise, complet- S–S 0.40
practice (3) ing the gaps with the verbs in the correct form.
Peer check; whole class feedback.
9 Restricted Demo: “If I had $1 million, I wouldn’t buy a bigger Students work in pairs and change the endings S–S 0.45
practice (4) house. I’d buy a small, cosy cottage in the countryside”. of the sentences in the previous gap-fill exercise
T monitors and error corrects on the spot where pos- so that they are true for them.
sible/necessary.

Students exchange information to find out if

they have the same answers and ask each other
for more information.

T elicits feedback from one or two pairs – any inter- Students give feedback at the end of the task. S–T
esting information learnt? T elicits error corrections
where necessary.

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10 Communica- T introduces the task with an example. Students work in small groups of three or four. S–S 0.50
tive activity The students look at six dilemma cards, each
with a picture on it and they work as a group to
complete the questions on the cards. They then
turn over the cards to compare their questions
to the correct questions on the back. If time is
short, they can choose three of the cards.

T monitors and notes down any errors related to the Students in each group take it in turns to dis- S–T/T–S
target structure. cuss what the dilemma is and how they would
deal with it.
T elicits and gives feedback.

T sets homework – to write a paragraph about three

dilemmas discussed and say what they would do in
these situations and why. T–S

Learning Teaching copyright © Jim Scrivener and Macmillan Publishers Ltd, 2011. This page may be photocopied for use in class.

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