Intermediate, B1 level
To provide clarification of the second conditional in the context of found money
To provide gist reading practice using a dialogue between two colleagues in the context of found money
Procedure (41-50 minutes)
I show a picture with a man and a woman by a water fountain. I tell the students that they are my friends; Carrie and Jack. I ask the students how they might know each other. On the board I write 2 questions: 1. What happened? 2. What are they talking about. I tell the students to work in pairs and answer the questions in pairs. WC feedback.
I tell the students that they are going to read a dialogue between my friends; Carrie and Jack. Before they read the text, I make sure they know the word 'wallet'. I show the students a new wallet and try to elicit the word. CCQs follow. I drill the sentence 'I have a very new wallet.' CCQ: What does Carrie have in her hand? Wallet What do you put in a wallet? Money, Credit Cards Who usually has a wallet? A man or a woman? A Man
I tell the students that we need to go back to my two friends; Carrie and Jack. I briefly remind the students their answers in the Lead-in. 'You think they're.....' and 'They're talking about.....' Students read the dialogue for 3 minutes and find out whether their answers were right or not. WC feedback follows.
I review what happened by asking questions: Question 1: Whose wallet is this? Jack's Question 2: Who has the wallet? Carrie Question 3: Who found the wallet? Carrie Question 4: Does Jack have a wallet full of money? No Question 5: In the text Jack said: If I found some money, I'd keep it. Question 6: In the text Jack said: If I found some money, I'd keep it. Question 7: Did Jack find some money? No Question 8: Does he have a wallet full of money NOW? No Question 9: Is it possible for Jack to find a wallet full of money? Yes Question 10: Big possibility or small possibility? Small Question 11: Who said: If I found some money, I'd keep it ? Jack Question 12: Is this situation real or not? Not real / unreal I use my fingers to attract attention to form. Students drill the sentence both individually and chorally. At first, I point out to 'I'. Then, I point out to 'found' and ask what tense 'found' is. After I make sure the students understood that it's past tense, I ask them 'Is he talking about the past?' The answer is 'No, he's talking about NOW'. I ask the students why we use the past tense. Because we want to shoe that it is not real/unreal. I use my fingers again to point out to 'I'd'. Students drill 'If I found some money'. Then they drill 'I'd keep it'. I ask the students what else Jack said. 'If I found some money, I'd buy a new cell phone.' 'If I found some money, I'd buy new clothes.' 'If I found some money, I'd save some for holiday.' I write the marker sentence on the board and try to elicit the form.
I ask questions to review the students' understanding: 'Are we talking about real or unreal situation?' UNREAL 'Are we talking about past or present?' PRESENT I show the students 2 cards. I tell them to change the ending of the marker sentence. Then, I show 2 different cards. I tell them to change the beginning of the marker sentence.
I give the students a gap-fill exercise with 5 sentences. They do the exercise on their own and peer check their answers. WC feedback.
I give the students a HO with a substitution table and ask them to make 2 true sentences about themselves; a sentence with 'would' and another with 'wouldn't.