LESSON PLAN: Type 3

Conditional
LSA1 SYSTEMS – GRAMMAR
HANNA LOCH

DATE: 04.06.2015

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Contents

1 Class Profile: .................................................................................................................................... 3

2 Learners Profiles ............................................................................................................................. 3
3 Overall Aim:..................................................................................................................................... 5
4 Subsidiary Aim:................................................................................................................................ 5
5 Analysis ........................................................................................................................................... 5
5.1 Meaning/Use........................................................................................................................... 6
5.2 Form ........................................................................................................................................ 7
5.3 Pronunciation .......................................................................................................................... 9
6 Timetable Fit ................................................................................................................................. 11
7 Assumptions .................................................................................................................................. 11
7.1 Meaning ................................................................................................................................ 11
7.2 Form ...................................................................................................................................... 11
7.3 Pronunciation ........................................................................................................................ 12
7.4 Management/ Affective ........................................................................................................ 12
8 Anticipated Problems/ Solutions .................................................................................................. 12
8.1 Meaning/ Use........................................................................................................................ 12
8.2 Form ...................................................................................................................................... 13
8.3 Pronunciation ........................................................................................................................ 13
8.4 Management/ Affective ........................................................................................................ 14
9 Materials/Resources ..................................................................................................................... 14
10 Commentary ............................................................................................................................. 15
10.1 Rationale from Reading and Research .................................................................................. 15
10.2 Rationale related to Learners Needs/ Characteristics .......................................................... 15
11 Procedure .................................................................................................................................. 18
12 APPENDICES .............................................................................................................................. 25
12.1 APPENDIX 1 TEXT RECONSTUCTION WORKSHEET (handout 1) ............................................ 25
12.2 Appendix 2 – Dictogloss ........................................................................................................ 25
12.3 Appendix 3 - Guided Discovery worksheet (handout 2) ....................................................... 26
12.4 APPENDIX 4 - Controlled practice (handout 3) .................................................................... 27
12.5 APPENDIX 5 FLIPCHART 1 – Dictogloss ................................................................................. 27
12.6 APPENDIX 6 FLIPCHART 2 – GUIDED DISCOVERY FEEDBACK ............................................... 28
12.7 APPENDIX 7 – FLIPCHART 3 PRONUNCIATION .................................................................... 28
12.8 APPENDIX 8 – FLIPCHART 4 CONTROLLED PRACTIC FEEDBACK .......................................... 29
12.9 APPENDIX 9 – FLIPCHART 5 IDEAS FOR FREER PRACTICE ..................................................... 29

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 12.10 APPENDIX 10 – FLIPCHART 6 FREER PRACTICE ................................................................ 29

1 CLASS PROFILE:

This is a General English class at B1 (Intermediate) level. The course runs for six
weeks, with three-hour sessions twice a week, on Mondays and Thursday from 8:30-
11:30 am. It is a multi – lingual class studying in Al Khobar in Saudi Arabia. On this
course we are covering Modules 2, 8 and 12, New Cutting Edge, 2nd edition.

As courses are segregated in Saudi Arabia, all students are female. There are nine
students in the class, including four Saudi, one Chinese, one Venezuelan, two
Colombian and one Palestinian. Their ages range from late teens to late 40s. There
are university students and many housewives who used to work in their countries
before coming to Saudi Arabia.

Most students are studying English for professional and social reasons. All the
students want to be able to socialize online or face to face with other English
speakers. It is an animated and highly motivated class that is not afraid of risk taking.
Six out of nine students have been studying together for over three months and
consequently feel comfortable working with each other. There are no tensions
between the students although two or three are potentially dominant.

2 LEARNERS PROFILES

Name, Age, Reasons for Strengths (S) Weaknesses Other

Job, learning relevant to relevant to comments
Nationality the lesson the lesson

Sarah, 19, She wants to Good at Introvert and Quiet but

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medicine take the noticing solitary learner dedicated
student, IELTS to study language,
Saudi abroad.
Ying Jun Xia, She wants to Extremely Struggles with An extrovert
40, be able to motivated and stress and learner
Chinese, socialise with inquisitive intonation
housewife her American
neighbours
Tizamar, 36, She has been Enjoys guided Translation Lovely
Venezuelan, studying discovery from L1 personality
Used to be a English as a tasks
business hobby for a
administrator, year now.
now Motivated and
housewife hard-working
Sandra, 49, She wants to She has good Pronunciation, Although she
Colombian, be able to lexical range, especially /j/ is the oldest in
Housewife socialise with good at sound the class, she
people on her processing gets on even
compound text for with young
meaning students
Lorena, 32 She joined the Positive There are Group –
Colombian BC for social attitude and many gaps in oriented,
Housewife reasons, listening skills, her extrovert
enjoys Fluent but grammatical learner
interacting inaccurate knowledge
with others
Reem, 33 She teaches Analytic Her choice of Potentially
Teacher, physics at learner and lexis dominant and
Saudi Dammam data-gatherer, sometimes quite impatient
university. likes makes her
Needs English experimenting sound a bit too
for work, with language formal

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 wants to do a
PhD
Aseel, 19 Studies Very good Does not Very fluent but
Saudi, English to get listening skills enjoy learning accuracy is a
Student a good job in grammar so problem
the future might get
demotivated
Bashayer, 25, To get a good Strong Can be shy A good team
Saudi, job and declarative and quiet player
Student socialise with grammar
foreigners knowledge
Lujain, 18, She wants to Confident and Does not like She is well-
Palestinian, study very helpful making liked by all
student medicine but with peers mistakes. One of the
she needs to strongest
improve her students in the
English first class

3 OVERALL AIM:
By the end of the lesson, learners will be better able to recognise and use the third
conditional in writing to speculate about past events. They will be writing a short
story (4- 5 sentences) about how the important decisions they made in the past
influenced their present life.

4 SUBSIDIARY AIM:
Learners will have practiced processing a listening text for meaning on the topic of
big life decisions.

5 ANALYSIS

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5.1 MEANING/USE

What would have happened if I hadn’t become an English teacher?

 Speculating about the consequences of something that did not happen in the
past
 Main clause is a question about a past result which depends on the condition
in the if-clause
 Did I become an English teacher? (Yes)
 Is it a real or imagined past? (imagined)

Surely, my life wouldn’t have been as exciting.

 Speculating about the consequences of something that did not happen in the
past
 Is my life exciting? (Yes)
 Why? (because I became an English teacher)
 Am I happy that I am a teacher? (yes)
 Would I like to change my job? (no)

If I’d stayed in Europe, I wouldn’t have ridden a scooter in Vietnam.

 Speculating about the consequences of something that did not happen in the
past
 If-clause is about a past condition
 Main clause is about a past result
 Did I stay in Europe? (no)
 Did I ride a scooter in Vietnam? (yes)

I also wouldn’t have met my husband.

 Result depending on the condition from the previous sentence, i.e. If I’d
stayed in Europe.
 Speculating about the consequences of something that did not happen in the
past
 Did meet my husband? (yes)
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If I hadn’t met him, I’d still be single!
 Speculating about the consequences of something that did not happen in the
past
 If-clause is about a past condition
 Main clause is about a present result
 Did I meet my husband? (yes)

What would have happened if you hadn’t made your most important
decisions?
 Speculating about the consequences of something that did not happen in the
past
 Main clause is a question about a past result which depends on the condition
in the if-clause
 Invitation for students to speculate about their past and outcomes of most
important decisions

5.2 FORM

What would have happened if I hadn’t become an English teacher?

 Type 3 conditional
 Main clause: question word + would +have + past participle (no comma)
 If-clause: if + subject + hadn’t +past participle + object
 what – a question word
 would – modal verb
 happened – past participle of happen
 become – past participle of become
 English – adjective
 an – an indefinite article
 teacher – a noun
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Surely, my life wouldn’t have been as exciting.
 adverbial of probability + subject +wouldn’t + have +past participle +
preposition + adjective
 wouldn’t – modal verb, negative form
 been – past participle of be

If I’d stayed in Europe, I wouldn’t have ridden a scooter in Vietnam.

 Type 3 conditional
 If-clause: if + subject + had (contracted) +past participle + object (comma)
 Main clause: subject + wouldn’t +have + past participle +object + adverbial of
place
 I – a subject pronoun
 ‘d – contraction of had
 stayed – past participle of stay
 in – preposition of place
 Europe – a proper noun, capital letter
 have – a bare infinitive
 ridden – a past participle of ride
 a – an indefinite article
 scooter – a singular noun
 Vietnam – a proper noun, capital letter
 wouldn’t - modal verb, negative form, contracted

I also wouldn’t have met my husband.

(subject + adverb + wouldn’t + have + past participle + object)
 I – a subject pronoun
 also – a focusing adverb
 wouldn’t – a modal verb, negative form, contracted
 have – bare infinitive
 met – past participle of have
 my – possessive pronoun
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  husband – a noun, singular

If I hadn’t met him, I’d still be single!

 a mixed conditional: If-clause (Type 3), main clause (Type 2)
 If + subject +hadn’t + past participle + object (comma) subject +would
(contracted) + adverb + be + complement + exclamation mark
 I’d – contraction of I would
 him – object pronoun
 be – infinitive
 single - adjective

What would have happened if you hadn’t made your most important
decisions?

 Type 3 conditional
 Main clause: question word + would +have + past participle (no comma)
 If-clause: if + subject + hadn’t +past participle + object
 what – a question word
 would – a modal verb
 happened – past participle of happen
 you – pronoun
 hadn’t – past participle of have, negative form, contracted
 made – past participle of make
 your – possessive pronoun
 most important – superlative of important, adjective
 decisions – a plural noun

5.3 PRONUNCIATION

In this lesson I am going to be drawing attention to the following features of

pronunciation:
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  contractions I’d (for would and have)

 weak pronunciation of would have /ˈwʊdəv/ and wouldn't have /ˈwʊdntəv/

What would have happened if I hadn’t become an English teacher?

/ˈwʊdəv/ /faɪhadnt/

Surely, my life wouldn’t have been as exciting.

If I’d stayed in Europe, I wouldn’t have ridden a scooter in Vietnam.

/faɪd/ /ˈaɪwʊdntəv/

I also wouldn’t have met my husband.

/wʊdntəv/

If I hadn’t met him, I’d still be single!

/faɪ/ /metɪm/ /aɪd/

Now your turn!

What would have happened if you hadn’t made your most important
/wʊdntəv/ /fjʊ/

decisions?

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6 TIMETABLE FIT

This is the fifth week of a 6-week course. We have been looking at different ways of
talking about the past (e.g. past simple, past continuous, used to and would to talk
about discontinued habits). We also looked at ways of criticising past decisions,
should/could have + past participle. I have noticed that learners mis-use the second
conditional for the third to speculate about their past, therefore I have decided to
have a lesson focusing on the third conditional. In the next lesson we will play a
board game to revise all 3 types of conditional sentences. I want to make sure that
the students are able to produce mostly error free sentences.

7 ASSUMPTIONS

7.1 MEANING

The concept of hypothesising is understood, although the difference between

hypothesising about the future and the past might not be very clear.

The students have enough vocabulary to understand the dictogloss without any
problems. If the ss need any assistance during the production stage, I’ll feed in
vocabulary while monitoring.

7.2 FORM

Students have declarative knowledge of past perfect so form should not be a

problem. On the other hand, the main clause, i.e. would have + past participle might
be confusing. I expect that students will be quite surprised to see such a long
sentence.

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As students have recently studied would for past routines, they should remember
that we can use would to refer to the past as well as the present/future in the second
conditional.

Lexical content in the dictogloss text is familiar not to detract the learners from the
focus of the lesson.

7.3 PRONUNCIATION

The students should be able to pronounce the contraction ‘d because they have
practised it many times in the past, e.g. while studying the Past Perfect or modal
verb would.

7.4 MANAGEMENT/ AFFECTIVE

Although the dictogloss is procedurally complicated, the students are familiar with it
so they should be clear what is expected of them. As the students enjoyed the
procedure in the past, I believe they should be motivated and focused while
reconstructing the text. Hopefully, they will not be tempted to write every word down
like in a traditional dictation.

8 ANTICIPATED PROBLEMS/ SOLUTIONS

8.1 MEANING/ USE

Problem: The students might not understand that the TL refers to the past because
they are used to hypothesising about the present/future using Type 2 conditional.

Solution: I wrote the dictogloss text about my important decisions taken in the past
and their consequences to set a meaningful and unambiguous context. If, however,
there still are some doubts that we are talking about the past, I’ll quickly make it clear
during feedback stage after reconstruction of the text is completed by asking concept
questions.

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Problem 2: There is one mixed conditional sentence with past condition and present
result: If I hadn’t met him, I’d still be single!

Solution 2: I am expecting a little bit of confusion with this example. I will use
concept questions to clarify the meaning, if necessary.

8.2 FORM

Problem 1: The If-clause as well as the main clause are very long.

Solution 1: I will focus the students’ attention on the fact that they have already
studied the Past Perfect so the If-clause should not be a problem. I will also explain
that they learn would have as a chunk and only add necessary past participle forms
to express desired meanings.

Problem 2: Contraction ‘d can stand for had as well as would.

Solution 2: While giving feedback to the guided discovery worksheet, I will elicit that
it it’s an If clause ‘d stands for had and if it’s a main clause for would.

Problem 3: The students might take have + past participle in the main clause for
the present perfect.

Solution 3: I will explain that although it is similar to the present perfect, it is not.
There is no has in third singular because after would we always use bare infinitive.

8.3 PRONUNCIATION

Problem 1: Students will have problems with pronunciation of /faɪd/ (If I’d), they
might stress If, which would influence the sentence stress.

Solution 1: Model and drill as necessary during the guided discovery feedback, until
Ss produce as effectively as possible.

Problem 2: Problems with affirmative and negative contractions: would've /ˈwʊdəv/

and wouldn't've /ˈwʊdntəv/

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Solution 2: Model and drill as necessary the guided discovery feedback, until Ss
produce as effectively as possible.

8.4 MANAGEMENT/ AFFECTIVE

Problem: Weaker students might get discouraged by the dictogloss procedure.

Solution: To ensure that weaker students will stay on task while reconstructing the
text, I have very carefully grouped students for this activity, keeping in mind their
individual strengths and weaknesses relevant to the task. To ensure balanced
variety, each group is going to consist of at least one Arabic speaker and one
Spanish speaker.

 Group 1: Lujain (secretary), Tizamar, Bashayer

Lujain and Bashayer are both in their early twenties and normally work well together.

 Group 2: Reem (secretary), Sandra, Eve

Sandra and Reem are more mature than the rest of the class and that’s why they like
working together. Eve is very easy going and works well with everybody.

 Group 3: Aseel (secretary), Sarah, Lorena

Sara who is a bit shy likes working with Aseel because they have many interests in
common, they both study medicine.

9 MATERIALS/RESOURCES

 IWB – Flipcharts (own) - feedback to the guided discovery and controlled

practice worksheets

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  Whiteboard for emerging language and error correction
 Handouts (own) - the guided discovery and controlled practice worksheets

10 COMMENTARY

10.1 RATIONALE FROM READING AND RESEARCH

As a result of reading Uncovering Grammar (Thornbury, 2001) I started treating

grammar as a process that emerges rather than as a thing to be learned or taught. I
became interested in researching new procedures and approaches to teaching
grammar and creating the right conditions for students to generate their own
discoveries and explanations. Inspired by Scott Thornbury, I have chosen a
dictogloss procedure for my lesson plan to help the students to notice the gap in their
knowledge and to encourage them to uncover grammar by themselves.

Having retained the gist of the text after I read it, the students will have to ‘grammar
the text up’ (Thornbury, 2001,p72) using their available resources to reconstruct it. At
first they will probably use Type 2 conditional but with the help of stronger students in
each group the target language might emerge which will engage learners in working
out its meaning. Furthermore, negotiating meaning will lead to noticing the gap and
students will become conscious of their mistakes. For my RA Stage 2, I am currently
researching different ways of giving feedback. What I find really interesting about the
dictogloss procedure is the fact that learners can access their own feedback through
a text comparison activity and consequently take more responsibility for their own
learning process. It also makes the lesson less teacher-fronted and more student –
centred.

10.2 RATIONALE RELATED TO LEARNERS NEEDS/ CHARACTERISTICS

Saudi and Chinese students are used to deductive learning, i.e. studying rules and
then applying them to examples, which does not engage them not only intellectually
but also affectively (i.e. emotionally). I have decided to investigate whether including
a guided discovery task into my lesson plan will help my students develop capacity
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for autonomous learning and make them actively involved in the learning process.
Furthermore, I believe that promoting independence by encouraging the students to
work out grammar rules for themselves will facilitate internalisation and retention of
the target language.

This class is very motivated and keen on experimenting with new language. Most
students are group oriented and feel comfortable working with each other.
Additionally, due to the very friendly atmosphere the students are not afraid of asking
me questions about my personal life. For this reason, I have decided to contextualise
the target language with a short story about my big life decisions. I hope this task will
help learners process the text for meaning and later on focus on form in a
meaningful context. I am convinced that working out rules together will appeal to the
interpersonal preferences of this class.

The last task when the students write a short story (4 - 5 sentences) about their life
decisions and their consequences is designed to tap into learners’ feelings and
experiences. I am a firm believer in humanistic teaching, i.e. interdependency of
language, learning and personal identity (Thornbury, 2006). Personalisation creates
better classroom dynamics as well as makes the TL more memorable by involving
students mentally and emotionally. If some learners find this task too intrusive, they
will have the right to ‘pass’ and write a story about someone else’s experiences.
During the last feedback stage, I’ll respond to the content as well as to form to
increase language affordances, i.e. a learning environment that prioritizes
meaningful activity. This task is a good preparation for the kinds of situations of
genuine language use that learners might encounter outside the classroom,
speculating about the past, thinking what would have happened if …?

Last but not least, I have tried to create materials, i.e. dictogloss, guided discovery
worksheet and controlled practice task, which are challenging but achievable, a little
bit above students’ current language competency. For the controlled practice task, I
have selected sentences about topics which are relevant to students’ lives, e.g.
failing exams, getting married and going to parties.

Commentary Word count: 646

(Word 2013)

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Bibliography

Thornbury, S 2001 Uncovering Grammar Macmillan Publishers

Thornbury, S 2006 An A-Z of ELT Macmillan Publishers

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11 PROCEDURE
Level B1+, Intermediate Date of lesson 04.06.15 Time of lesson 10.30 – 11.30 (60 mins)

Stage Aim Procedure Interaction Real Timing

time
Lead-in
To generate interest in I ask: Are big decisions important? Do you ever think about your past T-SS 10:30- c. 3’
the topic of the lesson
decisions? Were they good or bad? How have they changed your life? 10:33
To activate schematic SS-T
knowledge in
preparation for the
dictogloss text

Listening and Instructions: SS-SS 10:33 – c.20

Text 10: 53
Reconstruction  I am going to tell you a short story about big decisions I took in my life. SS-T
 I am going to speak at natural speed and I am not going to stop.
To process a listening
 You have to write down the key words you hear.
text for general
understanding  I am going to tell the story 2.

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To listen for prominent
I use ICQs to ensure that Ss are not tempted to write down every word as in a
words to enable
detailed traditional dictation.
understanding

 Are you going to write every single word or just key words? Key words
To encourage
cognitive processing  Am I going to stop or repeat sentences? No
of the text and to
 How many times am I going to tell the story? 2
hypothesize about
grammatical  Do you work individually or in pairs? Individually
structures

1. I tell the story (Appendix 2). Ss individually write down key words and
phrases on a lined worksheet, one line per sentence (Appendix 1). After the
first listening I give them time to quickly compare notes (but they don’t start
the reconstruction yet).
2. I tell the story again at natural speed.
3. I put ss in groups of 3, I define the roles and responsibilities within the
group by appointing the strongest student as a secretary. The secretary will
coordinate reconstruction of the text in each group

Group 1: Lujain (secretary), Tizamar, Bashayer

Group 2: Reem (secretary), Sandra, Eve
Group 3: Aseel (secretary), Sarah, Lorena

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Reconstruction: We do the first sentence open-class as an example.

Instructions: What are the first three key words?

I write the first sentence on the W/B.

Now I allocate 5 - 7 minutes to reconstruct the text in groups.

Instructions:
In your groups of 3, write out the whole text you heard and try to fill in the
gaps between the key words.

Ss compare the words they have written down, adding and ordering the ones
they have. I monitor closely to check that ss are on-task and to make sure no
group is struggling with the reconstruction. If that happens, I will regroup the
students.
Reconstruction on the board: Students dictate their sentences and I write the
text on the whiteboard to make it faster. I try to give everyone a turn to
contribute to make sure no one feels left out and demotivated. I nominate
students, if necessary.

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Noticing When we have a full version on the white board, I display the original text on S-S 10:53- c.5’
To encourage noticing the IWB and tell ss to compare their reconstructed version to it. (Appendix 5) 10:58
of target language and
its use within a
meaningful context

Guided S-S 10:58- c.7

Discovery I display the guided discovery worksheet on the IWB (Appendix 3) and tell the 11:05
ss to look carefully at some of the language used to speculate about the past. SS-T
To have learners
cognitively process
Ss work in 3s answering the questions and negotiating together. I monitor.
the target language
and to clarify its When most ss have finished, I show the answers on IWB (Appendix 6) and ss
meaning and form check their answers.
Clarification tools:
To clarify the
pronunciation of the Concept questions
target language Drilling for pronunciation of contraction ‘d and would have /wouldev/
T and ss drill sentences to raise awareness of natural pronunciation
(Appendix 7) . T highlights weak contractions and stress as appropriate.

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Controlled Ss do a gap fill activity. They need to put in the correct verb forms in 3 11:05 – c.8
practice sentences. 11: 13

To help students Instructions:

with form In pairs and 3s, look at the sentences (Appendix 4). What is missing? (verbs).
What do you have to do? (Put the verbs in brackets into the gaps) Do you
have to change the verb forms? (yes). You have 5 mins. Work with your
partner/group.

Feedback/ IWB (Appendix 8) :

 If Joe had worked harder, he would have passed his exams.

Concept questions to clarify meaning:

Did he pass the exam? No he didn’t.

Why didn’t he pass the exam? Because he didn’t study hard.

Concept questions to clarify form: (I am going to ask only those questions

which are necessary, according to my ss needs)

Is the sentence true or hypothetical?

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Does it refer to the present or to the past?

Which part of the sentence is about a past condition? If Joe had worked
harder

Which part of the sentence is about a past result? he would have passed

What form of the verb comes after if? Past perfect

What form of the verb comes in the main clause? would + have +past
participle

 If she hadn’t wanted to leave home, she wouldn’t have got married.

 You would have met lots of people if you had gone to the party
yesterday night. (no comma)

Draw student’s attention to possible contractions: You’d and you’d

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Freer Practice I ask Ss to think about their big decisions. To help learners with ideas for T-SS 11:13- c.17’
content and provide some scaffolding, I try to elicit some big life decisions. 11:30
Proceduralising After that, I show Ss a flipchart with the following phrases (Appendix 9): S
and
get engaged/married/divorced, rent/buy/sell a house/ flat, move house, get/
Individualised SS-T
lose/ resign from a job, choose a course at university/ get a degree, move
Production of
to a foreign country, learn a foreign language, have children.
the Target
Language
Ss individually write a short story (4 or 5 sentences) using my story as a
To focus on and model (Appendix 10). A time limit of 7 minutes is adhered to so that stronger
practice accuracy and Ss can write more, weaker ones less and to take into account any
writing when
differentiation.
personalising the
target language Fast finishers check each other work for errors.

I conduct open-class feedback.

to re-clarify mfp of the
TL

Feedback will include content as well as language.

I briefly highlight what has been achieved by ss in the lesson.

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12 APPENDICES

12.1 APPENDIX 1 TEXT RECONSTUCTION WORKSHEET (HANDOUT 1)

12.2 APPENDIX 2 – DICTOGLOSS

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12.3 APPENDIX 3 - GUIDED DISCOVERY WORKSHEET (HANDOUT 2)

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12.4 APPENDIX 4 - CONTROLLED PRACTICE (HANDOUT 3)

12.5 APPENDIX 5 FLIPCHART 1 – DICTOGLOSS

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12.6 APPENDIX 6 FLIPCHART 2 – GUIDED DISCOVERY FEEDBACK

12.7 APPENDIX 7 – FLIPCHART 3 PRONUNCIATION

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12.8 APPENDIX 8 – FLIPCHART 4 CONTROLLED PRACTIC FEEDBACK

12.9 APPENDIX 9 – FLIPCHART 5 IDEAS FOR FREER PRACTICE

12.10 APPENDIX 10 – FLIPCHART 6 FREER PRACTICE

Hanna Loch – LSA1 29 | P a g e

Hanna Loch – LSA1 30 | P a g e