New lesson plan: If Clause Third Conditional

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If Clause Third Conditional - ıntermediate level

If Clause Third Conditional
ıntermediate level

Description

In this lesson, the meaning of third conditional will be elicited by GD in the context of " The Sinking of Titanic". Next, ss will be provided with controlled, less controlled and freer practice of the TL.

Materials

GD HO

TEXT

GD HO

TEXT

Main Aims

• By the end of the lesson, ss will have been exposed to MFP and practice third conditional. Meaning and form will have been clarified in the context of The sinking of Titanic. .

Subsidiary Aims

In order to provide a context for the Guided Discovery Sts will read the text for gist.
To provide freer practise with the third conditional in the context of Titanic, Role Play activity will be done.

Procedure (35-45 minutes)

lead in (2-3 minutes) • to set lesson context, raise interest.

Sts will watch a very short video about the sinking of Titanic. T will ask them what the video is about to elicit the "Sinking of Titanic". Sts will discuss in pairs.

Reading for gist. (2-3 minutes) • to introduce the language in the form of a reading. the language will be contextualized.

The students will be given a short text and read it to get the general idea. they will discuss their ideas in pairs.

Guided Discovery (4-5 minutes) • To elicit meaning through a familiarized context and to clarify meaning of the TL.

T gives folded HOs to show the meaning part first. T asks the ss to look at the marker sentence taken from the text ,sts answer the CCQs to help them discover the meaning. and decide whether they talk about past or present; real or imaginary situation. Ss check in pairs and there's W/C F/B. T asks extra CCQs in order to clarify the meaning.

GUIDED DISCOVERY (5-6 minutes) • To clarify the function and the form .

Next, ss unfold their papers to see the function part and underline the correct words to complete the rules. Ss check in pairs and there's W/C F/B. Sts write the form and then T elicits the form from the ss. T writes the form on the board so that the ss can see it on the board through the rest of the lesson.

GUIDED DISCOVERY (5-6 minutes) • To clarify the function and the form .

Pronunciation (2-3 minutes) • To focus on connected speech and pronunciation of TL

Sts will dril the marker sentence in order to practise the pronunciation.

Controlled Practise (4-5 minutes) • To provide an opportunity to practise TL

T gives pairs start and end of mixed sentences. T tells the ss to mingle and find the other halves of the sentences so that everyone ends up with a complete sentence in the end. Ss are asked to change their seats at the end of the activity so that they are paired up differently for the following tasks. There's W/C F/B.

CONTROLLED PRACTISE (3-4 minutes) • To provide an opportunity to practise TL.

T gives the instruction and the HO. Ss complete the sentences individually and then check in pairs. T monitors. Then T guides the ss to check the answers in groups. T monitors. T provides W/C F/B if necessary.

Semi-Controlled Practise (3-4 minutes) • to provide practise

T gives the instructions and the HOs. Ss work individually to rewrite thesentences according to the situations given . Ss Compare their answers with their partner. T monitors. As F/B ss share their partner's sentences.

Freer Practise (5-6 minutes) • To provide an opportunity to practise the TL .

Sts will be given Role cards. Thet-y will read their cards and discuss in their groups. each student will support his/her ideas using Third Conditional .