Ekaterina Ekaterina

The Third Conditionals
Intermediate, B2 level

Description

In this lesson, the students will learn about the use of the Third Conditional through guided discovery based on the examples from the text about superstitions that the students read in previous lesson. The marker sentence will be elicited from students and written on the board to convey the meaning through CCQs, clarify the form and drill the stress and pronunciation. Then, the students will move on with the semi-controlled and controlled practice. Finally, the students will be assigned with freer practice using the grammar taught.

Materials

Abc WB
Abc Reading HO
Abc Completion HO 1
Abc Answer key HO
Abc Completion HO 2

Main Aims

  • To provide clarification and practice of the Third Conditional.

Subsidiary Aims

  • To provide SS accuracy and fluency speaking practice using the target language.

Procedure

Revision (1-3 minutes) • To recall the context, words and phrases of the previous lesson

The T. greets the students and ask them the topic of their previous lesson, elicits the word superstition and asks the students to give some examples of the superstitions they remember.

Guided discovery (8-12 minutes) • To introduce the Third Conditional, clarify the meaning, form and to focus on pronunciation.

The T. elicits the marker sentence from the text by asking the questions. Was Pauline's wedding perfect? (No) Was her dress ruined? (Yes) What did she feel happy about after her dress was ruined? (Having something blue at the wedding) Was there a chance for her to have a perfect wedding? (Yes) How do you know that? (she said ''If I'd thought about it beforehand, the wedding would've been perfect'') The T writes the marker sentence on the board. If I'd thought about it beforehand, the wedding would've been perfect. The T. asks CCQs: Do we talk about the past? (Yes) Did she have a perfect wedding? (No) Does she regret about it now? (Yes) Is it possible to change it? (No, it has finished) ─░s the situation real or imaginary? (─░maginary) The T. focuses on the form. The T. asks students to find one more sentence in The Third Conditional in the text. The T writes it on the board and asks the students to put contractions where possible. If I had remembered to knock on the wood, I would have avoided the tree. (I'd, Would've). The T. focuses on the pronunciation and weak form of ''I'd'' and '' would've''. Drill the sentence in choral repetition.

Controlled practice (7-9 minutes) • To have SS apply and practice the target language.

The T. gives out the hand outs. The T. gives the instructions. ''Complete the texts using the correct form of the verbs in brackets''. The T. monitors. Students check their answers in pairs. The T. goes over any sentences that were difficult as a class. The T. asks to unfold the hand outs to check their answers.

Semi-controlled practice (8-10 minutes) • To use and practice the target language and to prepare SS for freer practice.

The T. splits the class into small groups. The T. gives out hand outs. The T. gives the instructions. ''Complete the sentences with your own ideas using The Third Conditional''. The T. asks ICQs: Are we matching or completing the sentences? (Completing) How many ideas are you writing? (Two) Are you going to use the Second or the Third Conditional? (The Third) The T. monitors. The students share their ideas in open groups. The T. elicits the answers from students.

Freer Practice (9-11 minutes) • To provide students with free practice of the target language.

The T. divides the class into pairs. The T. gives the students scenario cards. The T. gives the instructions. ''Something has gone wrong. Look at your sentence. Blame each other for what had happened using The Third Conditional''. The T. monitors and takes notes for delayed feedback.

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