LP

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Name:
Sawsan Fawzy
Tutor: Date:
Sat. Aug. 26, 2017
Level:
Intermediate
Length (min):
60 min.
TP No.:
(3)
Aim(s):
By the end of this lesson, Ss will be able to:
Main Aim(s)
 Use third conditional if
 Write sentences about imaginary past
 Talk about imaginary past
Sub-Aim(s)
 Write short forms of modals
 Pronounce short forms of modals
Personal Aims
 Shorten the length of the lesson warmer
 Shorten the length of the presentation stage
 Decrease TTT
 Increase STT
Materials:
 PowerPoint presentation
 Audio tracks
 Cut videos from David Copperfield movie
 Positive Thinking envelop + tack it + letter sheets
 4 cut quotes + box
 2 Handouts (controlled practice exercise + lesson summary)

2. Page 2 of 12
Assumptions:
 Many of the Ss are familiar with David Copperfield; they would a help in elicitation.
 Ss know past perfect and 3rd forms of verbs.
 Ss know letter layout.
 Ss are fairly fluent; they can debate.
 Ss are familiar with many of the written and spoken short forms.
Anticipated Problems:
 Ss may confuse their past time with the past time of the movie hero.
Solutions:
 T states that today is Aug. 26, 1850. This way, Ss share the same past with the
movie hero.
Board Plan:
Date: Aug. 26, 1850 Lesson title: Helping Copperfield

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PROCEDURES
Stage Aims
Procedure
Interaction Time
Tutor
Comments
1- Ss relate the
grammar lesson to
real-life needs and
critical thinking
Warmer T- C 5
mins.

4. Page 4 of 12
- T introduces the movie
without any details: "We're
having a movie today."
- T asks: "What's the date
today?"
- T states that today date is
Aug, 26, 1850.
- T states the communication
reason for going back in
time: "We need to go back
in time to communicate
with the hero who's having
a problem and needs our
help."
- T introduces the movie
trailer as a movie summary
- After the end of the trailer,
T elicits: "Anyone's
familiar with David
Copperfield?"
- T: "Awesome! We need to
remember together 6
milestones of the hero's life
to know about his problem.
- T elicits the milestones
with short phrases and
snapshots taken from the
movies and their captions.
- T elicits the problem of the
hero through a snapshot in
which he looks depressed
and through the snapshots
of his painful milestones.
- Ss tell the real date
- Some Ss start to mention
details in the movie.

5. Page 5 of 12
T points to the painful
memories and elicits: "Still
thinking about what?"
- T: "Watch this video to
know how painful they are
for him."
- After the end of the video
in which the hero suffers
from his memories and
cries at the end, T asks: "A
big problem, isn't it?
- T: "How can we help
him?" "What's your advice
for him?"
- T elicits: "Cannot we
convince him to change his
way of thinking?"
- T: "I'm trying to do
something similar; I'm
writing him a letter and
want to discuss it with
you."
- T shows the letter that
includes two third
conditional sentences
suggesting positive
thinking of the painful past.
T asks Ss: "You see what I
'm trying to say in these
sentences?"
- T: "I need your help to
come up with more ideas,
but let's first discuss
- Ss: "of his past painful
milestones"
- Ss express how they felt
about the painful scene.
- Ss suggest solutions
- Ss may suggest positive
thinking or future thinking
- Ss express that they got the
idea of positive thinking
about the past.

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How I wrote these sentences,
and then you can help me write
more.
1- Ss understand the
meaning of third
conditional
sentences.
2- Ss identiy the
grammatical forms
used.
3- Ss write the short
forms correctly.
4- Ss pronounce short
forms correctly.
5- Ss realize the main
objective of the
lesson.
Presentation T - C 4
mins

7. Page 7 of 12
T presents the first sentence on
a slide and starts elicitation:
- T: "Talking about the
present/past of the hero?"
- T uses CCQs: "Did he lead
a painless life? Is he an
ordinary person now?
So the blue parts are
real/imaginary?"
- T elicits the grammatical
forms used: "The red parts
consist of what?"
- T consolidates the rule and
elicits the grammatical
forms again: "So when
talking about imaginary
past we use what?"
- T states the main objective
of the lesson after
confirming the rule: "And
this is our main objective"
and presents it in big font
on a slide.
- T follows the same steps
when presenting the second
sentence.
- T presents the letter with
the full forms in red and
asks: "How to shorten the
full forms in red?"
- T makes Ss drill
pronunciation of short
forms while presenting
- Ss succeed to give correct
answers throughout the
elicitation process as the
sentences are taken from
the a context they fully
understood from the movie
summary and milestones.
- Ss manage to shorten most
of them as they are familiar
with most of them.
T – C
T - C
1 min.
2 min.

8. Page 8 of 12
their transcription on a slide.
Controlled practice
1- Ss put the
grammatical forms
correctly in the
sentence.
Think/Pair/Share
- T: "Now you can help me
complete this letter.
- T gives instructions:
"Individually, put verbs in
correct forms in 1 min."
ICQs
T: "You'll do what?
Individuals/pairs? How
many mins.?"
- T distributes handouts and
monitors.
- T: "Now check your As in
pairs in 1 min."
- T gets feedback form Ss:
"Ready to share? Only one
space, please, each pair."
- Ss respond to ICQs
I
P
T - C
1 min.
1 min.
1 min.
1min.

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1- Ss recognize spoken
short forms
correctly
2- Ss write them after
listening
Listening (Spoken short forms)
- T introduces the task:
"Now that you're familiar
with the correct
pronunciation of the short
forms, let's listen to spoken
short forms and try to
write them."
- T gives instructions:
"Individually, listen to 5
sentences and write them;
pay attention to short
forms; you'll hear every
sentence twice."
ICQs
T: "You'll do what?
Individuals/pairs?"
- T gets feedback from Ss
- Ss respond to ICQs
I 3 min.
Production

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1- Ss write freely
about imaginary
past
A Letter to Davy
- T introduces the task:
"Now your turn to do the
sad hero a favour."
- T presents 2 positive
thinking quotes on a slide
to group Ss: "Put the quote
words together to sit in
groups."
- T shows the letter layout
and the painful memories
(for ideas) on two slides
while giving instructions:
"Write the hero a group
letter; use these for ideas;
everyone writes one
sentence and signs. You
have 8 mins."
ICQs
- "You'll do what? About?
Individuals/groups? How
many sentences everyone?
How many mins?"
- T distributes handouts,
fasten Positive Thinking
envelop to the wall and
monitors groups.
- T: "Now stand in two rows,
please. Everyone reads
his/her sentence."
- T gives feedback "Thank
you. Put your letters in the
Positive Thinking envelope
waiting for the postman."
- Ss sit in groups
- Ss respond to ICQs
G 15
mins.

11. Page 11 of 12
1- Ss talk freely
about imaginary
past
A debate on positive thinking
- T regroups Ss with 2
different quotes
- T introduces the task:
"Now the 1st
group justifies
the hero's negative thinking
and the 2nd
group argues
for positive thinking. Use
these arguments. You have
8 mins to prepare your
arguments." T shows
handouts of argument and
counter argument points.
ICQs
- T: "You'll prepare what?
According to what?
Individuals/in groups?
How many mins?"
- T distributes handouts and
monitors
- T gives the signal so
groups can start the debate:
"Now you start the debate.
You have 10 mins. to cover
the points in the handouts."
- T gives feedback on Ss
performance
- Ss respond to ICQs
G 20
mins.
Wrap up
1- Ss sum up the
session ILOs
-T: "Now let's wrap up: You
learned how to talk and write about
real/imaginary past? And how
think about bad life events?"
- Ss respond easily to the
closed Qs T - C 1 min.

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