UCC UCC

Grammar
Upper Intermediate level

Materials

Abc Google Form
Abc Google slides
Abc Jamboard

Main Aims

  • To provide a review and practice of the Unreal Past in the context of expressing present wishes and regrets

Subsidiary Aims

  • To provide fluency speaking practice in the context of talking about present wishes and regrets

Procedure

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

T greets Ss and displays slide 1: This is my sister. She's a doctor in New Zealand. How's she feeling? What would she like to do? * worried, go to the UK to see my mum Can she go? No. How would she like things to be different from now? She would like to go to the UK. Now we will see what she would like to be different.

Test #1 Choose the right form of the verb (5-5 minutes) • To gauge students' prior knowledge of the target language

T displays slide 2 and says Now you are going to read these questions and choose the right form of the verb. T shares screen with Google Forms questions A. T demos first question. You have 3 minutes. Put up thumbs when you finish. T sends Google Form in the chat. ICQ How long do you have? 3 minutes T looks at responses and makes notes.

Teach (12-15 minutes) • To clarify MFPA of the target language (where students had difficulty in the first test stage)

T displays slide 3 Now we are going to look at the language of the sentences: (M) Do you remember the second conditional? T points out Result and Condition and asks: What could we put instead of IF? * I wish, If only T uncovers language and asks: Which is stronger? I wish or If only? If only T displays slide 4 and says: Now we will do a Jamboard matching task Choose the best use of WISH and IF only for each group. T shares screen and demos task with one student. Jamboard 1 T shares Jamboard in the chat T conducts OCFB and asks Which group has actions that the speaker thinks are impossible or unlikely to change? A Which group has actions that the speaker thinks the listener can change? B Are all these actions in the past or the present time? Present Can they be in the future too? Yes. (F) T shares screen and displays slide 5 Look at these sentences from group A: Choose some words to form the rule. T demos and nominates one student for 1 word/item T conducts OCFB [Is the person wishing and the person doing the action the same? Yes. Can we say ' I wish I would? No. Why? We have control over our actions. I wish I could go to the UK= I wish it was possible for me to go right now. Could is the past of ...? can (modal verb)] Look at these sentences from group B Choose some words to form the rule. Now do the same. slide 6 T conducts OCFB [Is the person wishing and the person doing the action the same? No. Can you control someone else's actions? No. Would is past of ... ? will (modal verb)] (F) T displays slide 7 T reads the sentences at natural speed. Where is the stress? Is there any linking? What is the Intonation? T demos first sentence If only = up-down intonation (like an exclamation) and nominates other Ss. T displays slide 8 T drills sentences with a few students individually.

Test #2 Gap-fill with correct verb form (5-7 minutes) • Check students' use of the target language again and compare with the first test

T displays slide 9 Now read the following exercise and fill the gaps with the right form of the verb T shares screen Google Forms ex. B You have the exercise on your Google Form. T demos first question. You have 5 minutes. Put up thumbs when you finish. ICQ How long do you have? 5 minutes T looks at responses and makes notes. T conducts OCFB for those questions which are incorrect only.

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

T displays slide 10 Now you are going to practice. Find out from your partner: 3 wishes/ regrets about now or the near future 3 things they want to change because they irritate you. Slide 11 Here are some ideas. Here is slide 12 for you to use, if you want. T shares slides in chat. T puts Ss in breakout rooms. You have 5 minutes.

DEC (3-5 minutes) • To provide feedback on students' Speaking and use of language and content

T conducts OCFB if time. - content T asks 1 student what they learnt about their partner T shares screen -language slide 13 T puts up examples of correct and incorrect language and gets Ss to correct the errors and do re-elaboration.

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