Plan 1 Second draft Teresa REUIL

Level of class: intermediate Number of learners: 25 to 35

Length of class: 40 minutes Coursebook: Upstream level B1+ (Express Publishing)

Previous lesson

Overall aims: By the end of this lesson students will have worked on the characteristics of different jobs
(pros and cons), expressing their opinions.
During this lesson, students worked on the lead-in page of the unit. They have mentioned different
jobs (preferably the ones they'd like to have when they grow up) and discussed their main pros and cons
using the prompts on page 80, exercice 1. They have also done the reading “Cracking career”along with the
exercices related to it. (pages 78 and 79).

Planned lesson

Overall aims: By the end of this lesson students will have revised the uses of conditionals and will have
been exposed to new forms (see teaching point), which will in turn have been practised.
Teaching point: Introducing conditionals with when and unless.
Materials used: Students' books, board.

Steps/moments in the lesson: timing / aims /

. grouping
1. Warm-up. The teacher greets students and asks for any news (or chooses any events 5 minutes / creating
to comment on: the teacher may comment on her/his plan for the lesson, or on a comfortable and
friendly
someboby else's job as a lead-in to the unit and lesson's topic). atmosphere / whole
class.
2. Integration. Students are asked to look at the ideas on page 80, exercice 3 and 10 minutes /
think of the qualities they consider important for certain jobs (again, preferably the activating
vocabulary /
jobs they'd like to have as they grow up). The teacher may model the activity by saying individual students
“If you want to be a ..... you must be .....”, but students do not necessarily have to or pairs, then whole
use the conditional yet, even though they already know it. class.

3a. Teaching moment: Presentation. After asking a few students to read out or say 10 minutes /
their thoughts, the teacher elicits (or draws) from the students' comments the need to contextualizing /
whole class.
be responsible regardless of the job you chose. To make this clearer, the teacher leads
students to the comic strip on page 82 and asks them whether they think the boy is as
responsible as they might expect (the comic is not related to jobs, but the teacher
may point out that his attitude will be reflected later on in his worklife).
After reading the story, the students are asked to match the sentences in bold to the
meanings stated in exercice 1b.

3b/c/d. Isolation, awareness and verbalization, systematization. Next the teacher 10 minutes /
shows the following sentences on the board and asks students what their meaning is (in exposing students to
new forms and
the terms used in the previous exercice): having them do
If he passes all his school subjects, he will graduate. some controlled
When he passes all his school subjects, he will graduate. practice / whole
class.
Unless he passes all his school subjects, he won't graduate.
After they see they are the same type of conditional the teacher asks students what
differences they can find among these sentences (maybe hinting at time,
Plan 1 Second draft Teresa REUIL

affirmative/negative forms, less as a negative element, etc).

4. Controlled practice. Both teacher and students now go through the sentences in
bold in the story again and see whether any of them can take either when or unless
instead of if.

5. Guided practice. Students are then asked to write three sentences of “advice” to 5 minutes /
their friends. What they think they need in order to carry out their future jobs practising structure
while expressing
properly. The teacher may give three examples guiding students into using the three their own toughts /
different ways of beginning a conditional. individual or pair
If there is some time left some students will be asked to read out their sentences and work.
others may comment on or add to them.

6. Homework. The teacher assigns exercice 3 on page 82 as homework, congratulates

the students on the work done and on their thoughts on responsibility (if they were
commendable of course!) and says goodbye until the following lesson.

Following lesson

Overall aims: By the end of this lesson students will have worked on all conditional types focusing on the
expression of wishes and regrets..
The following lesson will begin with a revision consisting on matching conditionals to descriptions of
situations. There will be a focus on the expression of wishes and regrets using the second and third
conditionals. Students will work on exercices 4 and 6 (page 82), 9 and 10 (page 83).

Why have I made these changes?

1. Warm-up: I changed this because, after weighing the pros and cons in terms of usefulness for the lesson,
I decided it would be better to do something different. The good point I considered that the original idea
had was that it encouraged students reflection on what they value in a well done job, but the fact that it
would be too time-consuming getting adolescent students to move about for a not so closely related
activity outwieghed this. Thus is the warm-up reduced to the teacher leading in to the topic of the lesson.
2. Integration: This activity is the one I originally based the warm-up on. And I think it is a good integration
activity since it activates the students' vocabulary and sets them into thinking of jobs and qualities or
attitudes needed.
3. Teaching moment: Since students are already familiar with conditionals and only need to revise them,
these are used as presentation to the new forms of starting a conditional one sentence. I decided to change
the sentences on exercice 2, page 82, because these were not directly connected to the text and I believe
the topic ought to be kept to for students to see the class as a smoothly on going whole.
4. Controlled practice:This is done as a way of integrating the use of when/unless into the text and
context that the students have been presented with.
5. Guided practice: Students are asked to give their opinion on the necessary qualities for jobs because it
is important that they make their own use of the language they are learning, thus communicating
themselves.