Урок английского языка "Использование условных предложений “What if …” в речи"

Lesson plan

Date: 3 December

Level: Intermediate

Group: 9 “SG”

Theme: “What if …”

Lesson type: practical

Aims:

1. Educational – forming Ss’ listening and speaking skills and habits, using  English songs and Conditionals.

 2. Developing – to develop Ss’ ability to speak spontaneously, their  memory, mental ability, logical thinking to give prediction,  to raise Ss’ attention, to work in pairs.

 3. Teaching – promoting interest in music, to love and be loved, to be able  to forgive and be patient.

Objectives: SWBAT practice listening to English songs and speak spontaneously,  using Conditionals.

Items Needed: a tape-recorder, an interactive board, a grammar table, lists with  songs, pictures, cards with words.

Procedure

 Preliminary stage:

 Greeting, duty’s report

 Warm up:

T: We use “What if … ?” when we speculate about unusual or impossible situations.

(cards with questions are in the T’s hand)

Let’s work in pairs. Take a card with a question, read it and try to give an answer:

What if there was no light?

(Possible Ss’ answers: We wouldn’t be able to see.

 Life wouldn’t be much less colourful.

 Life would be more dangerous.

 We would need to make artificial light. )

What if there was no time?

(Possible Ss’ answers: We wouldn’t need clocks and watches.

 We wouldn’t have a routine.

 We wouldn’t care about age.

 We wouldn’t be in a hurry or be late. )

What if everybody lived forever?

(Possible Ss’ answers: The population would be huge.

 We would need a new planet to live on.

We would never miss people who had died.

 Our planet would get off its orbit.

What if there were no schools?

(Possible Ss’ answers: Everybody wouldn’t be educated.

 People would be ignorant.

 People wouldn’t be friendly.

 Life wouldn’t be successful. )

T: Think of your own What if …? question and ask other people in the class.

 (Possible Ss’ questions: What if all nationalities spoke the same language?

 What if people could travel in time?

 What if there was life on other planets?

 What if we didn’t have plants?

 What if animals ruled the world?)

 T: Listen to a song called “What if …?” written by the British band Coldplay,

 and decide which of the following is true:

The singer is worried that there will be no light or time.

The singer is hoping that the girl will decide to have a relationship with him.

The singer is worried about making a mistake and losing his girlfriend.

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Lesson plan

Date: 3 December

Level: Intermediate

Group: 9 “SG”

Theme: “What if …”

Lesson type: practical

Aims: 1. Educational – forming Ss’ listening and speaking skills and habits, using

English songs and Conditionals.

2. Developing – to develop Ss’ ability to speak spontaneously, their

memory, mental ability, logical thinking to give prediction, to raise Ss’ attention, to work in pairs.

3. Teaching – promoting interest in music, to love and be loved, to be able

to forgive and be patient.

Objectives: SWBAT practice listening to English songs and speak spontaneously,

using Conditionals.

Items Needed: a tape-recorder, an interactive board, a grammar table, lists with

songs, pictures, cards with words.

Procedure

Preliminary stage:

Greeting, duty’s report

Warm up:

1. T: We use “What if … ?” when we speculate about unusual or impossible situations.

(cards with questions are in the T’s hand)

Let’s work in pairs. Take a card with a question, read it and try to give an answer:

1. What if there was no light?

(Possible Ss’ answers: We wouldn’t be able to see.

Life wouldn’t be much less colourful.

Life would be more dangerous.

We would need to make artificial light.)

1. What if there was no time?

(Possible Ss’ answers: We wouldn’t need clocks and watches.

We wouldn’t have a routine.

We wouldn’t care about age.

We wouldn’t be in a hurry or be late.)

1. What if everybody lived forever?

(Possible Ss’ answers: The population would be huge.

We would need a new planet to live on.

We would never miss people who had died.

Our planet would get off its orbit.

1. What if there were no schools?

(Possible Ss’ answers: Everybody wouldn’t be educated.

People would be ignorant.

People wouldn’t be friendly.

Life wouldn’t be successful.)

1. T: Think of your own What if …? question and ask other people in the class.

(Possible Ss’ questions: What if all nationalities spoke the same language?

What if people could travel in time?

What if there was life on other planets?

What if we didn’t have plants?

What if animals ruled the world?)

T: Listen to a song called “What if …?” written by the British band Coldplay,

and decide which of the following is true:

1. The singer is worried that there will be no light or time.

2. The singer is hoping that the girl will decide to have a relationship with him.

3. The singer is worried about making a mistake and losing his girlfriend.

Follow up:

1. T: ( to give lists with the song What if… ? ) Read the song and decide what the missing words are. The missing word usually rhymes with the word at the end of the line before it.

What if …?

What if there was no light

Nothing wrong, nothing (1) _____

What if there was no time

And no reason or (2) _____?

What if you should decide

That you don’t want me there by your (3) _____

That you don’t want me there in your life?

What if I got it wrong

And poem or (4) _____

Could put right what I got wrong

Or make you feel I belong?

And what if you should decide

That you don’t want me there by your (5) _____

That you don’t want me there in your life?

Oooh, let’s try

Let’s take a breath jump over the side

Oooh, let’s try

How can you know it if you don’t even try?

Oooh? Let’s try

Every step that you take

Could be your biggest (6) _____

It could bend or it could break

But that’s the risk that you (7) _____

What if you should decide

That you don’t want me there in your life

That you don’t want me there by your (8) _____?

Oooh, let’s try

Let’s take a breath jump over the side

Oooh, let’s try

How can you know it if you don’t even try?

Oooh? Let’s try

Ohhhhh

Oooh, let’s try

Let’s take a breath jump over the side

Oooh, let’s try

You know that darkness always turns into light

Oooh, let’s try

(keys: 1. right; 2. rhyme; 3. side; 4. song; 5. side; 6. mistake; 7. take; 8. side )

1. T: Do you agree with the singer? Do you think that you should take risks in life and not worry about things going wrong? Can you think of any situations where you have taken a risk? Was it successful or not?

Pre – listening activities:

1. T: In your opinion, which of the following are the most romantic things for a couple to do?

Writing a poem or song for the other person

Running into the sea hand in hand

Walking across fields of knee-high grass together

Having a meal in a candle-lit restaurant

Standing together on top of a mountain

Watching a film together

Listening to the rain falling on the roof

Holding hands while walking in the park

Travelling far away on a bus

1. T: What’s the most romantic thing you have ever done?

If you were in love, what romantic things would you do?

T: Listen to a song called “Come away with me”,written by the American singer – songwriter Norah Johes.

Which of the romantic things would the singer like to do?

(Ss’ answers: Writing a poem or song for the person you love.

Walking across fields of knee-high grass together.

Kissing on top of a mountain.

Listening to the rain falling on the roof. Travelling far away on a bus.)

Follow up:

1. T: Look at the song and choose the best word in italics to fill each gap.

Come away with me

Come away with me tonight/in the night

Come away with me

And I will write/sing you a song

Come away with me on a bus/train

Come away where they can’t tempt us

With their smiles/lies

I want to walk with you

On a cloudy/frosty day

In fields where the yellow/green grass grows knee-high

So won’t you try to come

Come away with me and we’ll sit/kiss

On a mountaintop

Come away with me

And I’ll never stop loving/holding you

And I want to wake up/get up with the rain

Falling on a window/tin roof

While I’m safe there in your arms

So all I ask is for you

To come away with me tonight/in the night

Come away with me

(keys: in the night; write; bus; lies; cloudy; yellow; kiss; loving; wake up; tin;

in the night )

T: Listen and check.

1. T: Look at this extract from the song. Then use your imagination, and discuss the questions with a partner.

“…Come away with me on a bus

Come away where they can’t tempt us

With their lies…”

T: answer the questions: Who is me. And who is us?

How old are they? How do they feel?

Why do they need to go on a bus?

Where are they going? Why?

Who are they? What are their lies?

What is the story behind the song?

What do you think will happen?

(P-s’ answers: two young lovers are being kept apart by the “lies” of their families or friends and the singer is trying to persuade her lover to run away with her.)

1. Pre-listening activity

T: Read about the Irish music group “Corrs” and answer the questions.

Why are they successful? Why are they unusual?

(To give lists with the text)

“BACKGROUND

The Corrs are a product of the new, confident Ireland. The group consists of three sisters and one brother. Their blend of melodic pop with traditional Irish music appeals to all ages. The Corrs are now international pop superstars but they are also still basically a close family who sing and have fun together.”

P-s’ answers: they are successful because all age groups like their mixture of melodic pop with traditional Irish music. They are unusual because the three sisters and one brother have remained a close family who enjoy being together.

1. T: ( to give lists with the song) Listen and complete the song.

Don’t say you love me

I’ve seen this 1 _____ a thousand times,

I’ve felt this all before.

And every time you call,

I’ve waited there as though you might not call at all.

I know this 2 _____ I’m wearing now.

I’ve seen this in my eyes.

And though it feels so great I’m still afraid,

That you’ll be leaving 3 _____ .

We’ve done this once and then you closed the door.

Don’t let me fall again for nothing 4 _____ .

Don’t say you love me unless 5 _____ .

Don’t tell me you need me if you’re not gonna 6 _____ .

Don’t give me this feeling I’ll only believe it

Make it real or take it all away.

I’ve just caught 7 _____ smiling alone

Just thinking of your voice.

And dreaming of your touch, it’s all too much,

You know I don’t have any 8 _____ .

( keys: 1. place; 2. face; 3. anytime; 4. more; 5. forever; 6. stay; 7. myself; 8. choice)

Follow up:

T: Now answer the questions: How does the girl feel?

What does she want her boyfriend to do?

What is she afraid of?

1) Pre-teach vocabulary: Glossary

wanna want to

I swear I promise

I won’t disguise I won’t hide my feelings

be as one be together

2) T: Listen to a song “If you come back” by the band “Blue” and answer the questions: Who is the boy singing to?; What’s he trying to do?

( Ps’ answers: The boy is singing to his girlfriend.

He is trying to persuade her to go out with him again).

If you come back

For all this time I’ve been _____ you, girl following/loving

Oh yes I have

And ever since the day you left me here alone

I’ve been _____ to find, oh, the reason why trying/asking

So if I did something _____ right/wrong

Please tell me

I wanna _____ understand/say so

‘Cause I don’t want this love to ever _____ finish/end

Chorus

And I swear

If you come back in my life

I’ll be there till the end of _____ time/end

( Come back to me

Come back to me

Back into my life )

And I swear

I’ll keep you right by my _____ self/side

‘Cause baby, you’re the one I _____ want/’ll marry

( Come back to me

Come back to me

Back into my life )

Oh yes you are

I watched you go

You’ve taken my _____ with you keys/heart

Oh yes you have

Every time I tried to reach you on the _____ mobile/phone

Baby you’re never there

Girl you’re never _____ home/alone

So if I did something _____ right/wrong

Please tell me

I wanna _____ understand/say so

‘Cause I don’t want this love to ever _____ finish/end

No, no, no, no

Chorus

Maybe I didn’t know how to _____ it show/explain

And maybe I didn’t know what to say

This time I won’t disguise

Then we can build our _____ house/lives

Then we can be as one

1. T: Look at the song and choose the best word in italics to fill in each gap. Listen and check. ( keys: loving, trying, wrong, understand, end, time,side, want, heart, phone, home, wrong, understand, end, show, lives ).

2. T: What do you think? Discuss the questions in pairs.

• Does the boy know why the girl left him?

• What does he think the reason mighy be?

• If she comes back, what does he promise to do?

• Do you think she will come back?

( Possible ps’ answers: The boy doesn’t know why she left, but he thinks he may have done “something wrong”. Perhaps it was because he didn’t know how to “show” his love. He promises to stay by her side until the end of time, and to build their lives together.

1. Pre-listening activity. T: Are you optimistic or pessimistic? Complete the questionnaire for you. Is the singer feeling optimistic or pessimistic?

1 I’m usually lucky.

2 Everything I do always goes wrong.

3 I always say, things can only get better.

4 If I go to the beach, it’s usually cloudy.

5 You don’t know if you can do something until you try.

6 I often feel sorry for myself.

7 I get depressed when things go wrong.

8 I always look on the bright side.

9 I give up easily.

10 There’s always a light at the end of the tunnel.

QUESTIONNAIRE KEY:

1 True: 2 points Not true: 0 points 6 True: 0 points Not true: 2 points 0-4 points: You are very pessimistic. Life can’t be that bad

2 True: 0 points Not true: 2 points 7 True: 0 points Not true: 2 points 5-8 points: You are quite pessimistic. Cheer up!

3 True: 2 points Not true: 0 points 8 True: 2 points Not true: 0 points 9-17 points: You are quite an optimistic person. Life’s good

4 True: 0 points Not true: 2 points 9 True: 0 points Not true: 2 points 18-20 points: You are very optimistic. Every day is sunny.

5True: 2 points Not true: 0 points 10 True: 2 points Not true: 0 points

1. T: You are going to listen to a song “Why does it always rain on me?” Listen and answer the questions.

1. Is the singer feeling optimistic or pessimistic?

2. Why do you think he feels this way?

( Ps’ answers: a) He is pessimistic.

b) Perhaps his girlfriend has left him.

Perhaps he has heard some bad news.

Perhaps he always feels like this.)

1. T: Look at the song and choose the best word in italics to fill in each gap.

Why does it always rain on me?

I can’t (1) be awake/sleep tonight

Everybody’s saying everything’s alright

Still I can’t (2) close/open my eyes

I’m seeing a tunnel at the end of all (3) this darkness/these lights

(4) Sunny/ Rainy days

Where have you gone?

I get the (5) typical/strangest feeling you belong

Why does it always rain on me?

Is it because I (6) lied/told the truth when I was 17?

Why does it always rain on me?

Even when the sun is (7) behind the clouds/shining

I can’t avoid the (8) lightning/crying

Oh, where did the (9) grey/blue skies go?

And why is it raining so?

It’s so (10) warm/cold

Listen and check: ( keys: sleep, close, these lights, Sunny, strangest, lied, shining, lightning, blue, cold)

1. T: Can you explain these lines? Discuss them with your partner.

1. Why does it always rain on me?

2. I’m seeing a tunnel at the end of all these lights.

(Ps’ answers: a) It means why do bad things always happened to me?

b) When we usually say “I can see the light at the end of the tunnel”, we mean even though times are bad now, they will be OK in the future. But the singer seems to be saying that even though there’re good things happening now, it will end badly.)

1. T: Read what some people have said about the singer and the song. Which do you agree with?

1. I think it’s a very sad, serious song. Perhaps his girlfriend has left, and he’s feeling terrible.

2. I think it’s supposed to be funny. We shouldn’t feel sorry for him – we should tell him to stop moaning!

3. I think he should stop feeling sorry for himself. We all have bad days when nothing goes right.

4. Young people often feel the world’s against them. I think it’s a cry for help.

5. He seems so depressed. I really feel sorry for him.

1. T: How would you describe the singer’s feelings and what do you think the song is about?

(Possible Ps’ answers: The singer is such moaner; it is a young person, sitting slumped in his room, feeling ridiculously sorry for himself,…)

Wrap up: 1. Evaluation.

1. Home task: to write a composition

on the theme “Love is …”