English Lesson Planner

Giovanna Meinberg Paganini

TP6-Grammar - Upper Intermediate level

TP6-Grammar
Upper Intermediate level

Description

In this lesson, students will learn about the 3rd conditional through a text about missed opportunities during the pandemic. Students will explore the language through a self-guided task. They will then be able to apply their new knowledge in a controlled task and practice their speaking skills with the new language through a freer task.

Materials

Intensive task

Language self-guided task

Controlled practice

The third conditional#:~:text=the%20third%20conditional%20is%20used,perfect%2c%20would%20have%20%2b%20past%20participle?size=16&default=html

Language research

Intensive task

Language self-guided task

Controlled practice

Language research

Main Aims

To provide clarification and practice of the 3rd conditional in the context of the pandemic.

Subsidiary Aims

To provide fluency and accuracy speaking practice in a conversation in the context of the pandemic.
To provide gist reading practice using a text about missed opportunities in the context of the pandemic.

Procedure (36-45 minutes)

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

T welcomes Ss and sends them to Zoom breakout rooms for 2 minutes in order to discuss the following: “Missed opportunities: Talk about something you wish you had done but didn’t do. For example: my friends invited me to go to wet’n’wild last weekend but I didn’t go with them because I was afraid of the pandemic. Now I wish I would have gone with them.” T monitors while Ss discuss in pairs. T conducts OCFB in which Ss share their discussions with the class.

Exposure (5-6 minutes) • To provide context for the target language through a text or situation

T sends Ss a Google Slide in which Ss need to work individually for 2 minutes on one slide each. T monitors the slides while Ss work on the task. T then conducts OCFB in order to check answers.

Clarification (10-12 minutes) • To clarify the meaning, form and pronunciation of the target language

T sends Ss a Google Slides in which Ss are asked to work in pairs on 2 slides concerning meaning and form. Ss work on the slides in pairs via Zoom breakout rooms for 4 minutes. T monitors breakout rooms and google slides. T conducts OCFB in order to check for the correct answers. CCQs: Can this still happen? (No) Would I have gone to the waterpark before the pandemic? (Yes) Did she ask me to go the waterpark before the pandemic? (No) Is this a possible or impossible conditional? (Impossible) T then drills pronunciation with the whole class.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

T sends Ss a Google Slides in which Ss need to work individually on one slide each. T demos one example and then gives Ss 4 minutes to complete the remainder sentences. T monitors Google Slides while Ss are working. T sends Ss to Zoom breakout rooms for 1 minute in order to check their answers in pairs. T conducts OCFB in order to check for answers.

Free Practice (10-12 minutes) • To provide students with free practice of the target language

T instructs Ss the following: "On your own think of things you wish you had done before the pandemic. With a partner prepare a two line role play that talks about what you wish you had done if you had known the pandemic was approaching. For examples: If I had known the pandemic was coming, I would have spent more time with my family. How about you?" Ss work in pairs via Zoom breakout rooms for 5 minutes in order to come up with a role-play. T monitors breakout rooms. Ss share their role-play to the class. T conducts OCFB, asks students if they have any questions, and then ends with DEC stage.