To provide clarification, practice and review of the second conditional in the context of dreams and wishes
To provide fluency speaking practice in a conversation in the context of dreams and wishes
Procedure (34-42 minutes)
A picture of a genie will be projected. Ask 'Where can you read about genies?' and 'What can genies do?' Give wishes of course! 'Today we will talk about our dreams and wishes.'
Set task. Ss read a short text about a girl, Lily; who dreams about having a baby brother. The target language is contained in the text.(Exposure)
Ask 'What does Lily wish for?' (A little brother) 'How does she say it?' (If I had a baby brother, I'd play with him)(Write on WB) (Highlighting) 'Let's learn how to talk about our dreams and wishes'
Show the first guided discovery worksheet to ss and set task. Worksheet is handed out. Ss fold it in half and, in groups, complete the questions to discover the meaning of the target language. Answers elicited from ss. Answers on WB. The second half of the worksheet is completed by the ss. The first section contrasts the use of first and second conditionals. The last question queries the 'time' talked about in the second conditional (past, present, or future). Answers elicited from ss. Answers on WB.
Show the second guided discovery worksheet and set task. Handout. Ss again work in groups for this activity to discover the form of the target language. Two sentences are unscrambled as a quick controlled practice of form. The second unscrambled sentence 'If I had a baby brother, I would not be alone' is written on the WB to set up for pronunciation drills of both positive (already on WB) and negative forms of the target language. Answer keys are given to ss as feedback.
Two model sentences are on the WB. These are used to drill for pronunciation. Contractions will be focused on, as well as the elision (him --> 'em)
Set task. This controlled practice activity contrasts the use of the first and second conditionals. In pairs, Ss fill in the blanks for five questions using the correct forms of verbs based on 'possible' or more 'imaginary' sentences. Answer key to WB.
Show ss HO. Set task. Ss work in pairs and tell each other what they would do in imaginary situations using the handout for prompts. Monitor and give delayed feedback.
Ss pick two wishes that the genie (me) gives them. They blindly pick out of a box and then in pairs say what they would do with their respective wishes. If time allows, ss will exchange wishes and the activity repeated. Monitor and give delayed feedback.