TIM INTERACT

STAGE AND AIMS PROCEDURE OBSERVATIONS

E ION
Lead in.
T will show pictures. T will elicit
For students to 5 Whole
why the people in the pictures
activate their min class
might be feeling frustrated.
content schema.
Text
Text T will provide the text. SS will
comprehension read the text. SS will match
Individuall
For students to individually the pictures with the
5 y T will monitor
understand the description of the situation. SS
min Whole and micro-teach.
overall idea of the will confirm or refute their
class
text using top-down predictions. T will check in open
process. class feedback.
Language focus
Noticing S will underline the sentence
For learners to 3 Individuall that expresses a change. S will
T will guide.
detect the target min y report back. T will write marker
language. sentences for further analysis.
Clarification
T will use the marker sentences
For learners to
to convey meaning, form and For CCQs see
analyse the target 7-10
Lockstep pronunciation. T will ask Language
language in terms of min
comprehension questions and analysis section.
Meaning, Form and
explain language.
Phonology.
Language Practice
Controlled
practice T will monitor
S will complete a gap filling
For students to 7-10 and micro-teach.
Pair work exercise. T will check in open
focus on the min T will answer
class feedback
accurate use of the questions.
target language.
SS will complete individually the
Freer practice
result clause of 10 sentences T will monitor
For students to Individuall
7-10 using 2nd conditional. SS will and note
focus on the fluent y
min mingle and share their answers language use for
use of the target Mingle
to find similar ideas. SS will further feedback.
language.
report back.
Feedback
For students to T will do delayed correction and
5
receive feedback on Lockstep give feedback. S will take notes
min
language and for further reference.
content.
Meaning

To convey meaning I will use a text about 5 different situations. It will describe the background
(real) and propose a change (unreal condition) to introduce an improvement (imaginary result).
I live far from my job. I always get late to work. The bus is always crowded. I
dont know what Im going to tell my boss today. (Real background) If I had a
car, (unreal change) I could arrive on time. (Imaginary improvement)

To clarify meaning I will use questions to raise awareness of the sense of unreality and the use of
past tense to describe an imaginary situation.
I live far from my job. I always get late to work. The bus is always crowded. I
dont know what Im going to tell my boss today. If I had a car, I could arrive
on time every day.
-Does he have a car now? (No. It describes an unreal condition)
-Did he have a car in the past? (No. Past tense does not describe a past event,
but an unreal situation.)
-Does he arrive on time every day? (No. It describes an unreal result.)
-Does he feel happy about this situation? (No. He wants a change or
improvement.)
-How would you say this in Spanish? (Si tuviera un carro, llegaria temprano
todos los dias.)

Form
The intention of this conditional is to express unreality. Therefore, the verbs are in past form to
indicate hypothetical meaning. Particularly, the use of were with singular first and third person
subjects where was is the expected form. This is called subjunctive mood.
If I were younger, I would spend more time with my family. (Reality: he is not
younger. Its impossible)

To check form, I would use text a fragment (same one than in the Meaning section) and questions
to analyse second conditional patterns.
I live far from my job. I always get late to work. The bus is always crowded. I
dont know what Im going to tell my boss today. If I had a car, I could arrive
on time every day.
-How many ideas do we have in the example? (Two. Condition and result clause)
-How do you recognise them? (The first one is the condition, it has if, the second
is the consequence)
-What tense do we have in the first idea? (Past tense)
-What do we have in the second? (Would)
-Can we have a different word? (Could) (Might will not be part of the lesson)
-And how do you form the question? (Asking for the result, not the condition)

Phonology
Phonology is affected by the nature of the single clauses involved in second conditional. Every
clause has its own phonological features. However, I decided to teach elision in would /wd/, in
its contracted form d /d/, and its negative contraction wouldnt /wdnn t/. As well as the
contracted negative form of the past auxiliary verb did (didnt) /dd()nt/.

Additionally, I decided to teach the affirmative intonation pattern of second conditional.

If I were younger, (Rising) I would spend more time with my family. (Falling)