vanina waxman vanina waxman

Mixed Conditionals (and conditionals reviews
C1- Scientific Games Group 4- Thursdays 8-9:30 AM level


In this lesson, students review the first, second and third conditionals (MFP and some controlled practice) before working on some text-based guided discovery on mixed conditionals



Main Aims

  • To provide clarification and practice of mixed conditionals in the context of evaluating job outcomes

Subsidiary Aims

  • To provide review of first second and third conditionals
  • To practice suprasegmental aspects of pronunciation like sentence stress, intonation patterns for unfinished thoughts an conclusions, and weak forms


Lead-in (2-3 minutes) • To set lesson context and engage students.,

First show a quote related to the topic we've been discussing "You can't do a good job if your job is all you do." Ask ss to discuss the quote. The idea is to remember that we are still talking about having a good balance and happiness while working. Then elicit the topic of conditionals. Ask S:s what is the relationship between the two parts of the sentence (grey and white)? Elicit condition and consequence/ cause and effect etc. Then ask: IN THIS CASE: is this always true? Or is the author trying to say that it's a general truth?

wamer (5-7 minutes) • to activate schemata

Send Ss to BOR and have them click on boxes with different scenarios; let them discuss what they will/would or would have do(ne) in each situation. Monitor but focus on fluency and communication strategies. Don't correct grammar at this point

Review (10-15 minutes) • to review first- second and third conditionals and level the group

Focus on meaning. In OC Guided discovery for the uses and time reference of each of the three conditionals Focus on form In BOR complete a chart with the form (looking at examples) Focus on pronunciation pronunciation of contracted auxiliaries. after drilling, ask them about intonation patterns (up and down), and about sentence stress (is the auxiliary stressed?) - then GD: Can you think of a reason or situation in which we WOULD stress the auxiliary?

Controlled Practice (of the review) (5-10 minutes) • To concept check and prepare students for the next stage

Construction of questions (fill in the blanks) and free answers. In pairs

personalization (3-5 minutes) • to engage Ss and provide more free speaking opportunities

After controlled practice, let Ss reflect wether they would change or would have change anything regarding their current work situation

Exposure and Extraction (3-5 minutes) • To provide context for the target language through a text or situation

Reading for gist (individually, one minute) Reading for detail and extraction of marker sentences (in BOR)

Clarification (12-17 minutes) • To clarify the meaning, form and pronunciation of the target language

Focus on meaning and form. In OC Guided discovery for the uses and time reference of the marker sentences (divided in two groups): if your team hadn’t been exhausted for having to pull all-nighters, they wouldn’t be asking for sick days now, causing you so much trouble. If you had had a complete and well-thought-out Plan B, you could just celebrate your success now and relax for a while CCQ Is this talking about real or hypothetical? Is this talking about the present or the past? What part refers to the present? What part refers to the past? Is this a clear second or third conditional? Then, they complete the chart with the corresponding form (repeat for the second group of MS) . If you were more realistic when planning projects, your team would have achieved all of the project’s goals on time. that if she weren’t such a good team player and hard worker, you wouldn’t have done so well. Focus on pronunciation Guided discovery for the weeks forms of were /wə/ and would have /wəd əv/ personalization for practice

Semi-Controlled Practice (8-12 minutes) • To concept check further and prepare students for free practice

Construction of questions (fill in the blanks) and free personalized answers. In pairs. (includes mixed conditionals)

personalization 2 (3-6 minutes) • to engage Ss and provide more free speaking opportunities

Repeat the personalization but thinking about present results of past actions (no need to restrict it to the context since they will have time for that.

Free Practice (8-12 minutes) • To provide students with free practice of the target language

Discuss freely.(in BOR) Think about your current situation (WFH/WFO, work-life balance, social life, economy…) What would be different if COVID had never happened? What would you have done different in 2019 if you had a way of communicating with your past self?

feedback (3-8 minutes) • DEC, recap and Q& A
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