seyedeh marzieh aghili seyedeh marzieh aghili

TP8- Third Conditional
Upper Intermediate, B2 level

Description

In this lesson, the students will have a lesson on third conditional which talks about past unreal situations.The teacher will start the lesson by asking whether they believe in “love at first sight" and whether they have had this experience. Then the teacher will refer them to the text. The teacher will retell Michael and Shakira’s love story briefly to come to these two marker sentences. (If she hadn’t answered on the twelfth attempt, they wouldn’t have married. / He would have gone to Brazil if he hadn’t discovered that she was in London.) The lesson will be followed by the guided discovery approach where the students read the two marker sentences taken from the text and answer the concept checking questions. Then they will have an activity in which the teacher will elicit the form. Then they will drill the pronunciation. After that they will have a controlled activity and a semi controlled practice through sentence matching and rewriting the third conditional sentences. Finally they will have a free practice in which they are supposed to write a paragraph on the given topic.

Materials

Ugx0zszbros5ycsiixfv ho1 story HO1-story
Z3dzyryxtx2x6w4zsbnk ho2 meaning HO2-meaning
Hsfhaabqt5y5qpho84bq ho3 form HO3-Form.docx
Wupaylp4sqswklgnepnb ho4 semi HO4-SEMI
U6xc2sq3saceknijcong ho5 writing HO5-WRITING
Kyyogxhqqksdgdygkbkg cut up cut up

Main Aims

  • Grammar-Third Conditional/ To provide a context of love story in which ss will learn this grammar via guided discovery(MFP) and practice it in controlled, semicontrioeld and freer activiities.

Subsidiary Aims

  • Writing-To provide a freer activity in which the ss practice the target language(Third conditional) (productive skill)

Procedure

Stage 1 (lead-in) (5 minutes) • To provide a helpful context in order to have an effective start for a student-centered class

-I will start the class by asking the ss whether they believe in “love at first sight and whether they have had this experience.As Turkish people are romantic, they will be involved in the lesson. -Then I will refer them to the reading that they had in the previous session and I will ask whether they remember Michael and Shakira’s love story. -Then we will retell the story briefly(ss will help me) to come to these two marker sentences. (If she hadn’t answered on the twelfth attempt, they wouldn’t have married. / He would have gone to Brazil if he hadn’t discovered that she was in London.) -I will give them HO1. There are some simple sentences taken from the text which tell Michael's love story. The Story Michael was watching TV one night. He saw Shakira in an advert. He decided to go to Brazil to find her. He found out she shared a flat in London. He called her 11 times but she didn't come to the phone. He decided to call her for the last time. Finally she answered. They went out and they got married. Imagine if she hadn't answered him... Then I will write the 2 marker sentences on the board(ss will help me) and the lesson will start.

Stage 2 (Meaning) (5 minutes) • To provide an activity in which the students discover the meaning of third conditional

-I will write the two marker sentences on the board. After a clear and short instruction I will pass out the HO2. -The students will read the sentences and answer the concept checking questions. -Then they will check their answers in pairs. -After that we'll go for WCFB and clarifying the meaning.

Stage 3 (Form) (5 minutes) • To provide an activity in which the students discover what is the structure of the third conditional.

-I will give the students HO3 and they will read the 2 marker sentences and try to discover the structure of third conditional through an activity(fill in the blanks) and then answer the given questions. (They will work in pairs) -Then we'll go for the WCFB and I will write the structure under the sentences on the board.

Stage 4 (Pronunciation) (5 minutes) • To provide a drill to practice the pronunciation of the target language

-I will focus on the sentences which are on the board and show the linking words, schwa, week version of would have and sentence stress. -Then we'll go for chain back drilling. -In case of having time I will ask them to practice the pronunciation patern in pairs in 1 minute.

Stage 5 (controlled practice) (5 minutes) • To provide a controlled practice to make sure they have gotten the target language (focus is on the meaning)

- I will regroup the ss. -I will give each group a few cut up sentences. The will match the if clause with a meaningful main clause. -They could find the answers on the board.

Stage 6 (semi-controlled practice) (10 minutes) • To provide a semi controlled practice in order to help the students try to use the target language.

-I will pass out HO4. -Ss will work in pairs. They have some true sentences in the past simple. They should make unreal conditional sentences. -Then we wilL dscussfi the answers.

Stage7( writing-productive skill) (10 minutes) • To provide a freer activity in order to help ss use the target language.

-After a clear instruction I will pass out HO5. -Ss will write a paragraph on the topic given. -They are supposed to use the target language. -Then they will put their writings on the wall. -We will mingle and correct the errors.

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