To enable students to understand the meaning of the second conditional tense and give students opportunity to practice the TL within the context of a poem about how things could be different.
To provide students practice of reading for general understanding
Procedure (34-47 minutes)
Present picture of man on PPT. In PW, think/talk about this man. What's he thinking about? How does he feel? FB, Ss write idea on the WB in brainstorming format. Present pictures of man + story pictures on PPT. In PW, think/talk about how these pictures relate to this man. FB, Ss change or add to their predictions on WB.
Tell students you're going to read the poem about the man now. Hand poem out. Read poem aloud. PW - students talk about the poem vs. their predictions
What do you think of the man's poem? Is he happy? Is this man alive? Yes, he's writing this poem. What does he want to do? Live life over. Can he do his life over? No What kind of sentences does he use to express this? How did you know this is how he felt? If / would Have students find an example in the reading and write on WB Point out if / would and then ask students to find the verb and identify the tense If + past simple ..... would + bare infinitive
Display WKST on PPT, students work in PW to fill in the blank and create sentences using second conditional tense. FB, students write answers on WB
If I want to use this tense to make a question, what would it look like? Use WB to write slowly and elicit from Ss the question form. If you were rich, would you buy a private island? If you were rich, what would you do? Elicit answers from Ss - maybe have them write a couple on the WB
Students put into new PW are given prompts to practice TL T monitors and gives FB if needed. If time, same activity in new PW
Ask students to remember the poem in this activity. Imagine they are 100 years old writing a poem as this man did. Students are encouraged to speak in PW or write if they wish. FB to WC