Donna Hassett Donna Hassett

Important moments in our lives
Intermediate level

Description

In this lesson students will practice the third conditional using would+past participle. This will be done through the listening, speaking and a variety of controlled and semi-controlled activities. The lesson will start with an anecdote to create context and is then followed by eliciting the form, meaning and pronunciation of the target language. At the end of the lesson SS will practice their speaking using conversation questions.

Materials

Abc Pictures
Abc Sentences for matching activity
Abc Questions for listening activity
Abc Gap fill HO
Abc Sentence completion
Abc A/K for matching activity
Abc A/K for gap fill HO
Abc CD Face2face
Abc Questions for speaking activity

Main Aims

  • To provide clarification of Third conditional in the context of important moments in our lives

Subsidiary Aims

  • To provide gist listening practice of the third conditional
  • To provide fluency speaking practice in a conversation in the context of important moments in our lives and past regrets

Procedure

Setting the context (5-5 minutes) • To set lesson context and engage students

- T tells SS her own anecdote about an important moment in her life and what might have happened if that moment never happened - T shows pictures of 3 people and asks ss to discuss in groups what they think were the most important moments in these peoples lives. - T then briefly asks each group what they think

Clarification and listening practice (8-10 minutes) • To highlight the form and pronunciation of the third conditional

- T gives SS a HO with some questions on it and asks them to listen to the recording and circle the correct answers.(ss are to only listen once) - WC feedback is given and written clearly on the board - T writes a sentence related to the context on the board 'If he'd stayed at home, he wouldn't have met his wife' - T elicits the form from the SS and highlights the form on the W/B - T then back drills the sentence and shows correct pronunciation - One side of the class does one part of the sentence and the other side does the other part of the sentence

Matching activity (5-5 minutes) • For SS to understand the structure and meaning of the third conditional

- SS will be split into groups - Teacher gives matching cut-ups and the SS work in pairs and put the sentences together - SS discuss who said what sentence - SS will check other groups answers - A/K will be given to each pair

Controlled practice (5-8 minutes) • To give SS practice in the use of the third conditional

- SS will be told to work individually - Each SS will be given a gap fill HO and told to complete using the correct form of the verb - SS can then check in pairs - A/K will be posted around the room and SS will be told to check their answers and see how they did.

Semi-controlled practice (10-10 minutes) • To give ss the opportunity to use the language in a speaking activity

- SS are split into pairs again and given a HO with 6 sentences on it - Each pair must complete the sentences using 'I would have...' - When they are finished completing the sentences the paris will be put into groups of 4 (2 teams) - Each pair will say the end of his/her sentence and the other pair will have to guess which if clause it is referring to eg. S A: 'I would have missed my plane' S B: 'Number 1 : If you'd have got up just a few minutes earlier'

Freer speaking practice (10-10 minutes) • To give ss the opportunity to practice the language without interruption and in conversation

- Each S will be given a question which asks them what they would have done if certain things hadn't happened to them in their lives - T will instruct SS that the question is for them and not for others and demo beforehand - SS will be in groups of 3 or 4 and told to switch every 3 minutes or so so each ss has a chance to speak - T will take notes and closely monitor and give delayed error correction

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