Intermediate (B1) level
To provide clarification and practice of the third conditional in the context of hypothetical situations in the past and present
To provide accuracy speaking practice in a conversation in the context of personal lifestyle information
To provide accuracy and fluency speaking practice in a freer speaking practice in the context of Important turning points in life
Procedure (46-62 minutes)
The Ss are given a set of pictures(May's) Ss are asked to put the pictures in order of their sequence and to come up with the story.(2 minuet). Ss peer check their pictures to see if the sequence id correct. T asks for the order of the pictures.and asks what is happening in each picture and why.
The Ss share their stories with the whole class. T asks for plots of the story in each picture.and asks why T writes the ideas in form of notes on the WB. (in order to form the two clauses in the next stage).
T elicits the third conditional sentences on the WB by saying: but IF.... in the past.......she? Ss will come up with the past perfect and would+have+past participle with the T's help. the students are encouraged to make the next sentences for each picture and the T writes them on the WB. CCQs are asked for each plot.
T uses the ideas he has written on the WB to form two clauses T clarifies the meaning by asking CCQs. The form is highlighted first by underlining past perfect and then the modal would and the auxiliary have and the past participle verb in the second clause. Ss will help to write down the parts of speech for each of the words. T gets the students to drill the clauses by using his fingers to help the ss identify the form and the contraction of the modal and the past perfect. Substitution drill by showing the pictures to the students.
The ss are given sentence halves to come up with a natural ending in the second clause for each. ( 3 minuets). T monitors and helps if needed. He writes down some errors the students might have in their sentences. The Ss will check their sentences with their partners. some students are randomly chosen to share their sentences. T gives the students the next set of papers and asks them to match them with the sentence beginnings. Ss will spend 2 minuets matching the sentence haves in pairs of two. the answer key is given on the WB. 1c, 2g, 3e, 4b, 5a, 6h, 7d, 8f.
Two sentences are written on the WB, 1. I didn't know Claire was ill. 2. I didn't send her any flowers. T elicits the third conditional sentence using the prompt. Ss are given the prompts to make the third conditional sentences. Ss spend 3 minuets writing. T monitors and helps, since some words need changing in the sentences when written in third conditional. Ss check their answers in pairs. T gives the answer key, one for each pair. drilling the sentences.
Two large circles are drawn on the WB labeled "Now" and "Ten years ago". T focuses the Ss on the 9 questions they will read the questions and give short answers in the "Now" circle. Ss will change the 9 questions to questions in the past. T checks if they have changed the sentences correctly. Ss will write answers to the questions in the "Ten years ago" circle. Ss show their circle to their partners and tell each other how much their lives have changed in the past ten years. Encourage Ss to ask as many follow-up questions as possible. Give the students 3 questions to read first. Ss will descuss the questions in groups of three or four. Encourage the Ss to use the third conditional where relevant. monitor the discussion and write as many errors as you can. Get FB and then focus the Ss on the errors you have written on the board. Ask the ss to self-correct the errors. Praise ss for the correct way of using the third conditionals.