To provide clarification and practice of the second condition of (if) in the context of expressing imaginary and unreal situations
To provide fluency speaking practice in a conversation in the context of expressing imaginary situations
To provide process writing practice of a unreal conditional sentences about ourselves
Procedure (19-29 minutes)
1- T welcomes Ss 2- T plays a video about the Rolling Stones so that Ss can catch some information about the band that will be needed during the lesson like exercise 1. 3- T discusses with Ss and elicits from them the REAL fact that the band is really talented and popular.then she asks them " Now, IMAGINE What would happen if they were'nt talented? _ We wouldn't be able to listen if they were untalented.But, actually, they are very good.
T sets the first exercise in the book as a test * Ss work individually first, then they check in pairs or small groups of three if there is an odd number. T monitors, then gives feed back. T checks Ss' understanding through CCQs Are they talented? Ss:yes Are they unpopular? Ss: No " So we use the second condition of If to express unreal or imaginary situations For example, If Mahmood can sing, he would be in a band". So we are imagine that he can sing.
1#T clarifies the form after she actually has just taught the meaning while giving FB on the previous test as an introduction to teaching form. (MFP) 2# T gives Ss a gap-fill handout (guided discovery) so that they discover the form first by themselves, then they check in pairs. 3# T monitors and gives FB, 4#T focuses Ss attention to the margin, then she uses CCQs: 1) The real situation, 2 clauses in present simple. She can't sing, she isn't in a band Is it an imaginary situation? _No Did we use past simple to express it? _No, we use present simple 2) The imaginary\ unreal situation: ^^ If she could sing, she would be in a band (CCQs) How many clauses are there in the sentence? _ 2 clauses Which one takes past simple? _ If clause Do we use present simple to express imaginary situations? _ No So, we use...? _ past simple 5# T drills the examples mentioned above + the examples in the gap-fill activity
T sets exercise 2 in the book. T monitors Ss work individually, then in pairs T gives them a piece of paper with the model answer to check.
Ss discuss with each other some situations that are unreal using the TL T monitors and gives help if needed. T tells Ss that they can use the help of exercise 2 if they need ideas.