Regrets - Third conditional
To provide review, clarification and practice of the third conditional in the context of regrets.
Reading for specific information and creating a context for introducing the third conditional. Writing and speaking as productive skills following grammar with focus on accuracy.
Procedure (53-69 minutes)
Try to elicit from the students the idea of regret. Introduce regrets about the past as the topic of the day
Give the students the reading text and tell the they have 5 minutes to read it and answer the questions.
Draw the students' attention to the words written in bold in the text. Elicit the tenses and grammatical structure from them.
Divide the students into two groups and give them the second hand out. Let them work together and discover the rules for themselves. When they have finished, do a whole class feedback and go over the rules as quickly as possible.
Group the students into pairs and give them the next HO#3. Instruct them to fill the gaps with the correct form of the verb in the brackets. Have them check with other pairs and then do a whole class feedback, asking for additional explanations. If the students seem to struggle and have trouble understanding, offer extra clarification and give them HO#4. If not, proceed to the next stage.
Group the students into pairs and give them HO#4. Instruct them to match the beginning of the sentence from the first column with its ending from the second column. Have them check with other pairs and then do a whole class feedback, asking for additional explanations.
Put the two photos up on the board and explain to students that John was late this morning. It is now 22:00 pm and he is in jail. He's had a very bad day. "If he hadn't been late that morning...." Instructs the students to continue the story and explain why is John in prison.
Group the students in pairs and tell them to think about their mistakes and regrets from the past and talk about them with their partners. Model the activity by sharing some of your own regrets using the TL.