Osman Osman

3RD AND MIXED CONDITIONALS
B2 level

Description

IN THIS LESSON, THE STUDENTS WILL LEARN THE 3RD AND MIXED CONDITIONALS THROUGH GUIDED DISCOVERY BASED ON A READING SITUATIONS ABOUT PEOPLE

Materials

No materials added to this plan yet.

Main Aims

  • To provide clarification, review and practice of 3rd conditional and mix conditional in the context of levels of formality

Subsidiary Aims

  • To provide gist and scan reading practice using a text about regrets in the past
  • To provide fluency and accuracy speaking practice in a conversation

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

T displays the image "Levels of formality" T: WHAT DO YOU SEE IN THE PICTURE? HOW DO THEY DRESS? FORMAL OR INFORMAL? CAN I GO TO A BUSINESS MEETING WITH SHORTS AND FLIP FLOPS? WHAT ABOUT THE LANGUAGE WE USE? CAN WE USE THE SAME LANGUAGE WHEN I SPEAK WITH MY CLOSE FRIENDS AT A VERY IMPORTANT BUSINESS MEETING OR JOB INTERVIEW? WHY DO WE NEED TO ADJUST OUR LANGUAGE AND THE WAY WE DRESS? ( FIRST IMPRESSION, TO BE RESPECTED AND TO BE TAKEN SERIOUSLY) IN ENGLAND, IF YOU GO TO A JOB INTERVIEW, YOU MUST DRESS CONSERVATIVE IF YOU WRITE YOUR CV, THE WORDS YOU USE MUST BE VERY FORMAL.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

T gives the handout "Use of different vocabulary" T: LOOK AT IT DISCUSS WITH YOUR PARTNER WHICH ONE IS ACCEPTABLE ON CV WORK IN PAIRS ICQ: WHAT DO YOU DO? T ask the students their opinion. T: WHAT DO YOU THINK? T gives the handout "Vocabulary matching sheet" T: MATCH THE WORDS WITH THEIR SYNONYMS WORK IN PAIRS ICQ: WHAT DO YOU DO? T reveals the key: 1-D, 2-B, 3-E, 4-F, 5-A, 6-C, 7-K, 8-J, 9-H, 10-G, 11-I

Highlighting (2-4 minutes) • To draw students' attention to the target language

T writes the marker sentence I met my boyfriend's parents 2 days ago. If I had been myself, they would have liked me" T: WHAT IS THE MAIN VERB? IS IT IN PRESENT TENSE FORM? PAST TENSE FORM? PAST PARTICIBLE FORM? WHAT IS WOULD HAVE?(HELPING WORDS) WHAT IS THE VERB IN IF CLAUSE? IS IT IN PRESENT TENSE FORM? PAST TENSE FORM? PAST PARTICIBLE FORM? WHAT IS HAD?(HELPING VERB) WHICH TENSE IS HAD BEEN?(PAST PERFECT)

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

T: DO I MEET MY BOYFRIEND'S PARENTS NOW? IN THE PAST? AM I MYSELF NOW?(YES) WAS I MYSELF TWO DAYS AGO?(NO) DO THEY LIKE ME NOW?(NO), DID THEY LIKE ME IN THE PAST?(NO) DO I REGRET NOT BEING MYSELF?(YES) T writes on the board "Third Conditional" T writes "Use third conditional" -to talk about events in the past that can't be changed. You are speculating about how things might be altered if something had happened in different way. T: CAN I USE MIGHT HAVE, COULD HAVE, MUST HAVE, SHOUL HAVE IN THE MAIN CLAUSE? CAN MAKE ONE OR BOTH PARTS NEGATIVE?(YES, IF YOU HADN'T ACTED THIS WAY, THEY WOULD HAVE LIKED ME/THEY WOULDN'T DISLIKE ME) T writes the sentence If I/you/he/she/it/we/they had been myself, they would have liked T writes the form: if + subject + had + verb in past participle, main subject + would/could/might/must have + main verb in past participle CCQ: IF GEORGE HAD GONE TO THE MEETING, HE WOULD HAVE MET ANN DID GEORGE GO TO THE MEETING?(NO) DID ANN GO TO THE MEETING?(YES) DID GEORGE MEET ANN?(NO), WHY?(HE DIDN'T GO TO THE MEETING) T: WE HAVE ALSO MIXED CONDITIONALS.TO EXPRESS POSSIBLE PRESENT CONSEQUENCES -Past unreal - Present unreal If I had won the lottery, I would be rich. But I didn't win the lottery in the past and I am not rich now. -Past unreal - Future unreal. If she had signed up for the ski trip last week, she would be joining us tomorrow. But she didn't sign up for the ski trip last week and she isn't going to join us tomorrow. -Present unreal conditional – Past unreal conditional If I were rich, I would have bought that Ferrari we saw yesterday. But I am not currently rich and that is why I didn't buy the Ferrari yesterday.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

T gives the handout "IF008) T: LOOK AT THE TYPE OF THE IF SENTENCE IN THE END, MARKED AS 1, 2, 3 FILL THE CORRECT FORMS OF THE VERBS IN BRACKETS DO ONLY 8 OF THEM DO IT ALONE ICQ: WHAT DO YOU DO? T: CHECK WITH YOUR PARTNER T REVEALS THE KEY

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

T gives the handout "IF006" T: FINISH THE SENTENCES WITH YOUR OWN WORDS USING THE CORRECT TENSE DO ONLY 6 OF THEM DO IT ALONE ICQ: WHAT DO YOU DO? T: CHECK WITH YOUR PARTNER T REVEALS THE KEY

Free Practice (8-10 minutes) • To provide students with free practice of the target language

T: LOOK AT PART 3 READ THEM ALL CHOOSE TWO SITUATIONS EACH DISCUSS WITH YOUR PARTNER AS IF IT HAPPENED TO YOU USE 3RD CONDITIONAL WORK IN PAIRS ICQ: WHAT DO YOU DO? T monitors and notes the errors for correction T: LOOK AT PART 5 TELL YOUR PARTNER IF YOU'VE EVER HAD ANY PROBLEMS WITH YOUR MOBILE PHONE TELL YOUR EXPERINCE USING THE LANGUAGE BOX USE 2ND AND 3RD CONDITIONALS. WORK IN PAIRS ICQ: WHAT DO YOU DO? T MONITORS AND NOTES THE ERRORS FOR CORRECTION T: READ THE PART 4 VERY QUICKLY T asks questions about part 4 T: WHAT SHOULD YOU DO IF THE SCREEN IS DAMAGED? WHAT DO YOU DO WHEN YOU GET A NEW BATTERY? WHAT SHOULD YOU DO IF THERE ISN'T ENOUGH MEMORY SPACE? T gives the handout "A Lark or Owl" T: LISTEN TO THE AUDIO TICK IF YOU AGREE WITH THE PERSON'S ATTITUTE TO TIME WRITE WHY DO YOU AGREE AT THE END TALK TO YOUR PARTNER WHY DO YOU AGREE. T plays the audio.

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