Third conditional about bad luck
To provide clarification and practice of third conditional in the context of bad luck
To provide accuracy and fluency speaking practice in a conversation in pairs in the context of a memory of luck or bad luck
Procedure (35-45 minutes)
- T will show the pictures of Ian and Amy - T will elicit all ideas about them, "where are they?" "who are they?" "do they look happy?" "who are they to each other?" - T will put the pictures up on the board with some space in between each other.
- Now that the pictures are on the board with the names written at the bottom, - T will start presenting the story orally, using the board, gestures and pictures - T will stop at a very suspicious part and put the SS in pairs to think and discuss what might have happened at the end of the story for (2min) -T will elicit ideas about the ending and make a note of it on the board - T will make the students listen to the recording so they will hear the ending. T will ask the SS to share their answers in pairs and elicit the answer.
- T will ask questions to elicit the marker sentence from the SS about the story, such as: why couldn't they meet? what happened? what could have happened if he or she had stayed at home? -eventually T will elicit the marker sentence that'll be: 'if one of them had stayed at home, they would have met' - T will write this sentence on the board.
- T will firstly clarify the meaning of the marker sentence through CCQ's - 'did Ian or Amy stay at home?' (no) - 'did this happen in the past or is it happening now?' (past) - 'did they meet?' (no) - 'is there a chance for them to meet now?' (no) Through the above CCQ's SS will understand that the situation had happened and cannot be changed. - Then, T will clarify the form through eliciting, asking what do "I write for if, then what is this part" and etc... and T will have written the form under the marker sentence as so: if + subject + had + past participle +subject + would + part participle - Finally, T will clarify the pronunciation by doing back chain reading and identifying the words that are stressed. T will do choral drill, group dill and pair drill
- T will prepare halves of sentences - T will put the class in to groups of 2 or 3, distribute a set of halves to each group and instruct them to match the sentences (3 mins) - T will ask the SS to swap to check other groups matching - T will provide the answer for them to check - T will introduce the HO , give instructions then give out the HO (2min) -T will ask the SS to check answers in pairs and give the answer key
- T will say "I'll share a unlucky situation that had happened to me before, I had booked a flight to go on a holiday but I was little slow and I wasn't aware of the time until I got to the gate and realized that the gate had closed 3 minutes before I arrived, so I'd missed my flight!" T will write the following sentence on the board: 'if I'd been faster, I wouldn't have missed my flight' CCQ: is this a lucky or unlucky thing to happen? (unlucky) -T will then ask the SS to think of a lucky or unlucky story that happened in the past and if things were different how would have it ended? - T will point at her sentence and give 1 min for them to find a story. -T will put ss in pairs and ask them to share their story without forgetting to make a model sentence at the end - T will ask the SS to report the story of their partner.