To develop fluency speaking skills in the context of four quotations about dreams.
To provide clarification, review and practice of the second, third and mixed conditionals in the context of the quotation about dream.
Procedure (32-49 minutes)
I will write the following questions on the board: 1.What would you do if you woke up one morning and spoke perfect english? 2.What aspect of your appearance/personality would you like to change if you could? 3.What period in history/country would you like to have been born in? Students consider their responses silently before comparing their answers in pairs. Then they will write long sentences starting with if. WG FB.
I'll put two pictures on the board: and elicit the two different meanings of dreams: 1-those you have when you sleep; 2-the conscious ambitions or hopes a person might have. I'll put the four quotations on the board. Divide the class into four groups: each group gets one phrase and decides which type of dream the writres are discussing. Feedback - encourage students to interpret the quotations using their own words. In case students are interested: Oscar Wilde (1854-1900), Irish author and great wit; (ambitions and hopes) Emily Bronte (1818-1848), English poet and novelist; (both meanings) George Bernard Shaw (1856-1950), Irish playwright; (both meanings, but more likely "sleep" dreams) Frederic Henry Hedge (1805-1890), American theologian. ("sleep" dreams).
1.I will focus on the four phrase: "if it were available in waking, would make every man a Dante or Shakespeare". CCQs: -What form is the first verb? (past simple) -is it a real or unreal situation? (unreal) -What form is the verb in the send part? (would + inf without to); 2.What's the difference in meaning in these sentences? 1).If I dared to dream, my life would be different; 2).If I had dared to dream, my life would be different. 3).If I had dared to dream, my life would have been different. I'll ask the CCQs and elicit the meanings from the students. After we have worked out the meaning -> we go to the form (i will draw the time lines for each conditional). Then I will show more examples: -if I ate too much before going to sleep, i would be fatter. (second) -If I hadn't gone to the university to study foreign languages, my life would be differen because i wouldn't be a teacher. (mixed) -If I had stayed in Chelyabinsk, I woud have lived with my parents. I will try to elicit some examples from my students and check their understading.
Handout from Global Upper-Intermediate. Unreal conditionals: 2.complete the text with the correct forms of the words in brackets; 3.Complete the second sentence so that it means the same as the first. Idividually, check in pairs, WG FB.
This speaking activity practices the conditional forms in a personalised way. I will give the instructions orally: take a piece of paper and write the numbers 1-7 on it. Then follow y instructions: 1.write the name of a neighbouring country to yours; 2.choose one of the following words: brother, sister, uncle, aunt, grandparent. 3.write a large sum of money. 4.write a number between 7 and 15; 5.write the name of your wife/husband/boyfriend/girlfriend/best friend; 6.write the name of a famous person currently alive; 7.write the name of a famous person who is not alive now. Students write the answers without showing their partner, then exchange papers. I'll give the questions to students and they'll have 2 minutes to look at them and to mentally insert their partner's choices.Then they ask and answer. I monitor and take notes about topics that interested my students as well as linguistic inaccuraces. WG FB.
I'll write the sentences with errors on the boards and will elicit from students the correct answers by asking questions: "What's wrong with it?"