Observer: Maria KaratsaliT.P: 7

Name: Kemparis Kostas

Number of students: 8

Level: C2 (Proficiency)

Class Profile: The Proficiency class consists of eight (8) female students (mixed ability). They are friendly, reserved and interested to learn.

Material: Cambridge OBJECTIVE proficiency, Unit 3-Strange behaviour, pg. 24 (Annette Capel & Wendy Sharp, Cambridge University Press), visuals worksheets, cards.

Time: 60 minutes

Objectives:

(primary)

1. Present/Review and practice all types of Conditional Sentences.2. Practice sentence stress using Conditionals.3. Give students freer practice (orally) in the Conditional Sentences through a

wide range of different situations.

(secondary)

1. Give further practice in the skill of scanning a reading passage for getting the details out of it.

Aims for my section of the lesson: By the end of the lesson, my students will have practiced all the four kinds of Conditional Sentences through a whole range of different tasks. They will have also further practiced how to read a text for understanding the details of it.

~ 1 ~

Language Analysis: (http://www.perfect-english-grammar.com/conditionals.html)

~ 2 ~

Written Form & Pronunciation The Meaning of the Language

Zero conditional: If + present tense, present tenseE.g.: If water reaches 100 degrees, it boils.

First conditional:If + present tense, future tenseE.g. : If it rains, I won’t go to the park.

Second conditional:If + past tense, would + verbE.g. : If I won the lottery, I would buy a big house.

Third conditional:If + past perfect tense, would have + past participleE.g. : If she had studied, she would have passed the exam.

Mixed conditionalsE.g. : If I had bought the lottery ticket, we would be millionaires now.

The zero conditional is normally used to talk about facts and to express general truths.The 'if' in this conditional can usually be replaced by 'when' without changing the meaning.

The first conditional refers to future possibilities that are certain or probable.

This type of conditional is often called the hypothetical or 'unreal' future conditional since it is usually used to speculate about either very unlikely future situations or present and future impossibilities. We can use 'were' instead of 'was' with 'I' and 'he/she/it'. E.g. : She would travel all the world, if she were rich.

The main uses of the third conditional are for speculating about the past, expressing regrets, excusing our own actions and criticising others. Some of the uses tend to overlap in practice.

The four types of conditional sentencesappear to fit into very rigid patterns of form and meaning but we often find exceptions to these rules. In many cases, we may want to talk about events that happened or did not happen in the past and the present results of those events. Therefore, we will often need to mix clauses from different conditional types in order to get our meaning across clearly and unambiguously. E.g. : If he was going to come, he would have arrived by now. (with a second-conditional if clause and a third-conditional main)

~ 3 ~

Other forms of conditionals:as long as / provided that / given that/ but for (=if it hadn’t been for) / without / suppose / unless (if…not) / on condition that / only if E.g. : We will lend you the money on condition that it is repaid within 12 months.You can borrow my DVD player as long as you return it on Monday.

We can use these alternatives to “if” when we want to emphasize the conditions surrounding the action. E.g. : You can have the day off today providing you agree to work a double shift tomorrow.

Anticipated Problems Proposed Solutions

1. Form? Students may get confused about when to

use the Third Conditional.

2. Pronunciation?Some students may have difficulty in pronouncing “would’ve” in the third type of conditionals.

3. Skills work?(What will be challenging in the text itself and in the tasks you have designed?)

Some students may have difficulty with the lexis in the text.

Students may find the task in which they have to describe what each conditional expresses quite challenging.

Students may be unsure of when to use mixed conditionals.

Students may show competitiveness while doing some activities.

4. Students’ ability to carry out activities?(e.g. : timing, instructions, handout design, room layout…)

Students may complete some activities sooner than anticipated.

Some students may need more time to accomplish a task.

Students might not comprehend the procedure for some of the activities.

1. Clearly show them when we use the Third Conditional by modeling some examples on the bb and using concept checking questions (CCQs).

2. Drill some sentences chorally or even individually using finger modeling and/or backchaining.

3. Encourage them to guess the meaning of

unknown words and/or use their dictionaries and check with partners.

Be prepared to allow time for students to work out their answers and peer check.

Establish clear context and rules. Provide them with examples.

Assist them to calm down and relax, avoiding negativism to grow, by making them see the tasks as enjoyable games.

4. Ensure that there is enough time for

students’ feedback, clarification and understanding. Provide them with another task (if the need arises)

Monitor and be prepared to give more time to students in order to complete it.

Clearly model and check understanding. Ask one or two students to review the instructions.

~ 4 ~

Stage Time Teacher’s Activity Students’ Activity Interaction Aim

Warm up(1)

Activity 1(2)

Activity 2(3)

6min

8min

7min

Asks Ss the following

questions: How does the weather affect your mood?

Do you think people’s

characters are influenced by

where they live and the weather they are used to?

Provides them with some pictures.

Gives Ss a reading passage about the effect of the wind

on mood. Gets them to work in

pairs and he provides each pair

with a card with two unfinished

sentences written on it. He tells them

to read the text they were given

carefully and try to complete the

sentences using information from

the text.

Asks each pair to exchange their

card (the one they were given in the previous activity).

Asks them to identify what kind of conditional is

used in the sentences they

have on their new cards,

Ss work out their answers.

Ss get in pairs, read the text

carefully and work out their answers.

Having exchanged their cards, each

pair works now on a new card, trying to identify what

conditional is used in each of

the two sentences they have and

what each conditional expresses.

T-Ss

Ss-Ss

Ss-Ss

Introduce the topic, activate students’

schematic knowledge and develop anticipation.

Further practice the skill of scanning a text for understanding the

details of it. Also, contextualize the

Conditional Sentences.

Present/Review the Conditional Sentences.

~ 5 ~

Activity 3(4)

Activity 4(5)

10min

7min

discussing with their partner what

each one expresses.

Splits the class into two groups. Gives team A ten

cards with one conditional

sentence written on each. Gives team B some

other ten cards with the form of

the sentences that group A has. Asks each member of team A to stand up and read one sentence aloud.

The others in team B have to find the form of the conditional sentence they

have heard checking their

cards. Each pair of card is stuck on

the bb.

Asks Ss to work in pairs. Gives each

pair a card with (6) six unfinished

sentences written on it. The teacher

writes some conjunctions on the bb. He asks

them to complete the sentences

using the conjunctions from

the bb.

Team A has been given 10 cards with

one conditional sentence written on each. Team B

has also been given 10 cards that

contain the form of the conditional sentences that team A has. Ss have to match

each conditional sentence with its

form and stick them on the bb.

Ss get into pairs and proceed with

their answers.

Ss-Ss

Ss-Ss

Present/Review other forms of

Conditional Sentences. Also,

practice sentence stress.

Practice other forms of the Conditionals

besides the four basic patterns.

~ 6 ~

Activity 5(6)

Activity 6(7)

10min

12min

Gets Ss to work in pairs. Gives each

pair a card with one sentence written on

it. Asks them to rewrite the

sentence, beginning with the words in italics, forming a

conditional sentence, without

changing the meaning of the first

one. Whoever gets it right, he is given

another sentence to convert it into a conditional one.

Divides the class into two groups. Gives team A a card with

some questions written on it. Team B has also a card with

some other questions. Asks each

group to make questions to the members of the

other group. Each one has to respond

to the question accordingly using

Conditionals.

Ss get in pairs and work out their

answers.

Each team forms questions to the members of the other group and everyone who is asked a question

has to give a response to it, in any way they like,

using Conditionals.

Ss-Ss

Ss-Ss

Further practice the Conditional

Sentences.

Freer practice (orally) the Conditional Sentences.

Pictures- Warm up (taken from the Internet)

~ 7 ~

~ 8 ~

~ 9 ~

~ 10 ~

~ 11 ~

Read this article about the effect of the wind on mood.

There’s an old English saying: When the wind is in the east, it’s good for neither man nor beast. Whether you believe in folklore or not, this one’s got a grain of truth in it. Winds have been associated with a rise in the levels of serotonin, a compound which occurs in the brain and which controls mood, sleep and blood circulation. This rise in serotonin has been found to occur in the Swiss population during a Fohn wind. The Fohn is said to be responsible for traffic accidents rising by fifty per cent and a rise in industrial injuries by twenty per cent.

It’s not only the Swiss who suffer. Los Angeles is occasionally buffeted by the Santa Ana, a hot dry wind named after the canyon it sometimes blows through. One study found that murders rose by up to half during a Santa Ana, no matter if it blew during winter or summer. In California’s early days, defendants in crimes of passion were able to plead for leniency, citing the wind as an extenuating circumstance.

The quality of the air can be a force for good, however. The Victorians especially prized sea air for its health-giving properties. Sea air is charged with negative ions which make it feel invigorating. To get a similar effect you can stand next to a waterfall, or even under a domestic shower.

~ 12 ~

Exercise 1

Complete the sentences using information from the article.

a. When the Fohn blows, …………………………………………………………………………………...

b. If you go to the seaside, ………………………………………………………………………………….

Exercise 1

Complete the sentences using information from the article.

a. Even if the Santa Ana blew at a different time to normal, ………………………………………………………………………………………………………………………

b. I wouldn’t have murdered my wife …………………………………………………………………

Exercise 1

Complete the sentences using information from the article.

a. You are less likely to have an accident if ……………………………………......................

b. If I were you, …………………………………………………………………………………………………

Exercise 1

Complete the sentences using information from the article.

a. If you go to the seaside, ………………………………………………………………………………….

b. Even if the Santa Ana blew at a different time to normal, ………………............................................................................................................

Exercise 1

Complete the sentences using information from the article.

a. I wouldn’t have murdered my wife …………………………………………………………………

b. If I were you, …………………………………………………………………………………………………..

~ 13 ~

Exercise 1

Complete the sentences using information from the article.

a. When the Fohn blows, ……………………………………………………………………………………

b. You are less likely to have an accident if …………………………………………………………

Exercise 2

Conditional Sentences

Should you happen to see Lucy, tell her to ring me.

If you would sit down, I’m sure Mr. Peterson will see you soon.

I’ll diet if you will.

~ 14 ~

You can borrow the money from me as long as you pay me back.

Had I known about the weather conditions, I wouldn’t have ventured out.

Provided that you tell the truth, nothing will happen to you.

~ 15 ~

You could be a lot thinner now, if you hadn’t given up your diet so easily.

Were the Prime Minister to announce lower tax increases, the country would be delighted.

You can’t come unless you have an invitation.

But for my father’s help, I wouldn’t have been able to complete my course.

~ 16 ~

Forms:

Inverted first conditional to express tentative (not certain) statements = If you should happen to ….

Polite use of would = first conditional

Parallel conditional- first conditional = I’ll do something if you do something.

~ 17 ~

Disguised conditional- as long as = if

Inverted third conditional = If I had known about the weather conditions…

Disguised first conditional- provided that = if

Mixed conditional = second + third using now to show past effect on present

~ 18 ~

Inverted second conditional to express tentative statements = If the Prime Minister were to announce…

First conditional with unless = if not

Disguised third conditional- but for= if it hadn’t been for…

~ 19 ~

Exercise 3

Complete the sentences using the conjunctions from the bb.

a. ………………………. lightning tends to strike the nearest high point, you would do well not to stand under a tall tree during a thunderstorm.

b. …………………….. you learn to drive better, I won’t be getting in your car again.

c. ……………………. you use a sun screen, you shouldn’t get burnt.

d. ……………………………….. the support of my boss, I wouldn’t have been promoted.

e. …………………………….. you do say you love me, I’m not marrying you.

f. I’ll give you a lift to school ……………………………………………. you wash the car for me at the weekend.

~ 20 ~

Exercise 4

Rewrite each sentence, beginning with the words in italics, without changing the meaning.

Example: I didn’t drown because my instructor knew how to help me.

Had my instructor not known how to help me, I would have drowned.

1. Could you tell her my address if, by any chance, you see her?

Should …………………………………………………………………………………………………

2. As people were dependent on farming for their livelihood, it’s not surprising that they used animal behavior to predict the weather.

Given that …………………………………………………………………………………………….

3. You can borrow my bike but you must take care of it.

Provided that ……………………………………………………………………………………….

4. Kindly have a seat as I’m sure Mr. Johnson won’t be long.

If …………………………………………………………………………………………………………..

5. My advice to you is to get another job.

If …………………………………………………………………………………………………………..

6. I’m not earning much money because I didn’t work hard enough to pass my diploma.

If …………………………………………………………………………………………………………

~ 21 ~

7. I wouldn’t have been able to afford to go to university except that my grandmother left me some money.

But for …………………………………………………………………………………………………..

Exercise 5

Team A

What will you do if ……

a. someone close to you tells you they are going to marry someone you don’t approve of?

b. you get an e-mail from someone you fancy?c. there’s a power cut tonight?d. your mobile phone is stolen?

What would you have done if you’d …..

a. seen a robbery on your way home?b. fallen in love with someone much older?

Team B

What would you do if ….

a. found yourself in an earthquake?b. found out your best friend had lied to you?c. found some money in the street?d. had the chance to go swimming with sharks?

What would you have done if you’d …..

a. been born into a richer family?b. been allowed to do everything you had wanted by your parents

when you were a child?

~ 22 ~

Keys:

Exercise 1

Suggested answers

a. there are 50% more traffic accidents and 20% more industrial injuries.b. the air will make you feel invigorated.c. the number of murders would rise.d. if there hadn’t been a Santa Ana blowing.e. you leave Switzerland during a Fohn.f. I would go to California if I wanted to murder my husband.

a. Zero conditional used for general truths.b. First conditional used when something is possible.c. Second conditional used to talk about something that is unreal and is

improbable.d. Third conditional to talk about something impossible.e. Zero conditional to talk about a general truth.f. Second conditional to talk about something which is unreal or improbable.

Exercise 2

a. inverted first conditional to express tentative (not certain) statements = If you should happen to ….

b. polite use of would = first conditionalc. parallel conditional- first conditional = I’ll do something if you do something.d. disguised conditional- as long as = ife. inverted third conditional = If I had known about the weather conditions…f. disguised first conditional- provided that = ifg. mixed conditional = second + third using now to show past effect on presenth. inverted second conditional to express tentative statements = If the Prime

Minister were to announce…i. first conditional with unless = if not

Exercise 3

a. given thatb. unlessc. as long as/ provided thatd. but for/ withoute. even iff. on condition that

~ 23 ~

Exercise 4

1. Should you see her, could you tell her my address? OR Should you happen to see her, could you tell her my address?

2. Given that people were dependent on farming for their livelihood, it’s not surprising that they used animal behavior to predict the weather.

3. Provided that you take care of it, you can borrow my bike.4. If you’d (like to) take a seat, I’m sure Mr. Johnson won’t be long.5. If I were you, I’d get another job.6. If I had worked harder to pass my diploma, I would be earning more

money now. 7. But for my grandmother leaving me some money, I wouldn’t have

been able to afford to go to university.

~ 24 ~