Gram, 3rd cond
To provide clarification of The Third Conditional in the context of Past experiences and to enable students to practice and produce the target language within context.
To provide product speaking practice of the 3rd conditional in the context of past experiences.
Procedure (71-94 minutes)
The teacher asks them to think of a time when smth good happened to them and write it down on a piece of paper. After this, the teacher directs studnets to the questions in part 1A and asks them to ask and answer 1B.
The teacher asks students to, in pairs, take a look at the photos and try to guess the stories behind them. The teacher then asks them to work in pairs and share their findings and see whether they have the same stories or not. The teacher asks them to skim through the text and match the photos with the paragraphs. C The teacher then directs students to D and asks them to scan the text to complete the sentences. Once done, the teacher shows the AK. The students are asked to take turns discussing the questions in E and then are asked to state, briefly, what they learned from these stories.
Students are asked to go through the questions in 4A and try to choose the correct answers and then check from the article (in pairs).
The teacher asks some CCQ's (4B) to clarify the meaning and form of the target structure. The teacher then highlights pronunciation using (C and D) and then asks students to complete them. The teacher asks students to turn to page 150 and read the content and then will elicit the form, meaning and usage of the target language.
The students are then directed to page 151 and are asked to go through exercises A, B and C. The students then discuss their answers in pairs. The teacher shows the AK and ask some CCQ's (in the form of a yes/no question) to consolidate the meaning and the form.
Students are then asked to refer to G and are asked, in pairs, to write sentences about the poeple in the text using the structure and form of the TL.
Students are finally asked to take some time to think and take notes answering the questions in 5A. Afte that, students, in pairs, exchange information and share their stories with each other using the TL.
The teacher will be assuming the role of an observer during the last stage and will be taking notes of students' errors. The teacher then will hold a holistic feedback session and draw students; attention to their mistakes (anonymously).