2. The students read the summary and then write five conditional sentences based on the information in the summary.
Example:
Blair lied and told Todd she was pregnant with his child so that he would marry her. She knew what he didn't: that he was about to inherit $28 million. As a result of her deception, Cord, the man she really loved, was disgusted with her. Since the marriage, Blair has discovered that she is now, in fact, pregnant, and Todd has discovered that he is a millionaire. Blair's mother, who is in a psychiatric center, knows the truth about the marriage and has a habit of saying whatever comes to mind.
Sample Sentences:
If Blair had not lied to Todd, he wouldn't have married her.
If Blair had not married Todd, she could have married Cord.
If Todd had known about the $28 million before his marriage, he might have suspected Blair.
Variation: Instead of using soap opera summaries, use a story the class has read. If this is a multi skills class, you know what material the class has read. If the reading class is separate, you can check with the reading instructor. Follow the same procedure, but write conditional sentences based on the story. You can also use fairy tales or fables.
MIXED CONDITIONALS
1. WHAT IF
Materials: None
Dynamic: Pairs/Small groups
Time: 15 minutes
Procedure: 1. Break the class into pairs or groups of three or four.
Explain (or review) that some actions have results not only in the time they happened, but can also carry over into the present or future.
Example: If I had eaten more last night... I wouldn't be hungry now.
2. Give each group or pair several if-clauses--things that happened in the past. Tell them this activity has results in the present and that they should make sentences with a past condition and a present result.
SUGGESTIONS: If I had written my essay last weekend
If I had gone to bed earlier last night
If I had washed my hair yesterday
If I had gone to the movies with my friends last night
If I had studied more English in my own country
2. COMIC STRIP ADVICE
Materials: Worksheet 2.7 See the Paragraph 2.2.3 - chapter 2 (Worksheet 2.7:COMIC STRIP ADVICE)
Dynamic: Small groups
Procedure: 1. Distribute copies of the comic strip Cathy (Worksheet 2.7) to each group.
2. After they read the comic strip, have the groups work together to complete the (if-clauses. They can use the information provided by the mother in the strip or just make a logical ending.
Example: Cathy says: If only I weren't so fat.
Student results: I could wear my new dress.
I would have had more boyfriends. I would feel better.
REVIEWING THE CONDITIONAL FORMS
1. REVIEW MATCH
Materials: Worksheet 2.8 See the Paragraph 2.2.3 - chapter 2 (Worksheet 2.8:REVIEW MATCH)
Time: 20 minutes
Procedure: 1. Divide the class into small groups. Give each group the same number of cards. Be sure to give an even number to each group. If this is not possible, give one group one pair more than the others. Use the cards in Worksheet 112 or make your own.
2. Each group should make as many matches as possible. Group members should take the remaining unmatched cards to other groups and try to make a trade. {Important: They cannot give away a card without receiving one in exchange, and they cannot take a card unless the other group agrees to the trade.)
3. When one group has matched all its cards, the game stops. A group member reads the matches, and the rest of the class must agree that they are logical. If all matches are accepted, that group is the winner. If one or more matches is rejected, the game proceeds until the next group feels it is finished.
NOTE: Because of mixed conditionals, there will not necessarily be matches for all cards.
2. DEAR ANNIE
Materials: Worksheet 2.9 See the Paragraph 2.2.3 - chapter 2 (Worksheet 2.9:DEAR ANNIE)
Dynamic: Whole class
Time: 30 minutes
Procedure: 1. Have students pick one of the seven situations on the worksheet and write a letter to "Dear Annie" in which they explain their situation and ask how it can be avoided in the future or how it could have been avoided.
2. Collect the students' "Dear Annie" letters. Randomly redistribute them to the class, making sure that no one receives his/her own letter.
3. Have students pretend they are Annie and respond in writing to the letter they received. They must use whichever conditional structures are appropriate to the situation described in the letter,
4. Have several students read to the class the original letter they wrote along with their (Annie's) response. Return the letters and the responses to the authors of the original letters.
WISHES
1. ALADDIN'S LAMP
Materials: Worksheet 2.10 SEE the Paragraph 2.2.3 - chapter 2 (Worksheet 2.10: ALLADIN'S LAMP)
Dynamic: Groups
Procedure: 1. Discuss the meaning of Aladdin's lamp if necessary. (A poor boy named Aladdin found an old lamp. When he rubbed it, a genie appeared and granted him three wishes.)
2. Tell students they have each found Aladdin's lamp and been granted three wishes. Have them write their wishes down.
3. Break students into groups of about five. Pass out one worksheet per group and have the students compare their wishes and answer the survey questions.
4. Each group can report its findings to the class.
Chapter 3.
Relationships between ideas
PARALLELISM
1. MEMORIZE IT
Materials: Worksheet 3.1 See the Paragraph 2.2.3 - chapter 3 (Worksheet 3.1: MEMORISE IT)
Time: 10 minutes
Procedure: 1. Make copies of the handout. Give half of your class Part A and the other half, Part B. Do not tell the students that there is a difference between the sentences in the two parts.
2. Tell the students to memorize the sentences for about 30 seconds and then turn over their papers. On the backs of their papers, or on another piece of paper, have them write the sentences exactly as they remember them.
3. Students now turn their papers back to the front and check their answers with the sentences. Did anyone get all the sentences correct?
4. Reveal that there is a difference between the sentences in the two parts and have a student with Part A compare papers with a student who has part B. Ask them which one was easier to remember and why. Talk about where the parallel structure is in each sentence in Part A.
NOTE: Those students with Part A usually have an easier time memorizing the sentences because of the parallel structure. Occasionally, however, you may have a student who can memorize Part В completely. In that case, talk about how some people have a good ability to memorize, but that it is easier for most of us if there is some kind of structure.
JOINING IDEAS
1. EITHER/NEITHER/TOO
Materials: 3"x 5" index cards
Procedure: 1. Write out two kinds of cards: one set has sentences; the other set has short answers that agree or disagree. Each sentence in Set One has only one matching answer in Set Two.
Example: Set One Set Two
I'm having a good time I am, too.
I'm not having fun. I'm not either.
The U.S. president lives in
Washington, D.C His wife does, too.
I don't have a headache. Neither do I.
I didn't do the homework. Neither did I.
You're a good student. You are, too.
2. Divide the students into two groups. Each student receives one card. The students circulate and look for their match. They can say their sentences to each opposite group member until they find the appropriate matching answer.
3. Students can then invent their own sentences and see if their classmates can give an appropriate answer.
2. USING CORRELATIVE CONJUNCTIONS
Materials: Worksheet 3.2 See the Paragraph 2.2.3 - chapter 3 (Worksheet 3.2: USING CORRELATIVE CONJUNCTIONS)
Dynamic: Pairs
Procedure: 1. Put students into pairs. Fill the blanks in the worksheet with your students' names. Give one copy of the worksheet to each pair of students.
2. Have the pairs work together to write one sentence, joining the pairs of sentences on the paper with an appropriate correlative conjunction (both … and, not only . . . but also, either … or, and neither . . . nor).
Guillermo has black hair. Jorge has black hair. Possible combinations;
Both Guillermo and Jorge have black hair.
Not only Guillermo but also Jorge has black hair.
Variation: Use the worksheet as a model only. Write your own sentences containing" information about students in your class. This will make it seem less like an exercise and more fun for your students.
3. SAME / DIFFERENT
Materials: Worksheet 3.3 See the Paragraph 2.2.3 - chapter 3 (Worksheet 3.3: SAME/DIFFERENT)
Procedure: 1. Put students into pairs and give each student a copy of the worksheet. The students ask each other the questions on the worksheet. Then they write a sentence, using an appropriate correlative conjunction to compare themselves with each student who answered each question.
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