• To help students make a contextualized use of the expressions related to weather.
• To reinforce vocabulary previously learned immediately before the computer session.
• To review the structures for the Conditionals.

RESOURCES:

TIME: 30 minutes

PROCEDURE:
Students have previously studied the vocabulary related to the weather. Once in the computer room they are asked to log in the yahoo web page. They select their own country and their hometown from the options offered. They look at the weather in other cities. They have to study the weather forecast for the next day and then for the rest of the week. They are asked to change the temperatures from Farenheit to Celsius in order to become familiar with both systems. They answer direct questions from the teacher using the Conditionals.

• If you were in Rome what would you be wearing today?
• If you were in Alaska what would you be doing?

SKILLS INVOLVED:
Reading comprehension, speaking, asking questions, writing.

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• To use the Conditionals in context.
• To reinforce vocabulary previously learned immediately before the computer session.
• To review the structures for the Conditionals, especially those used to refer to situations that are not very probable, but not impossible.

RESOURCES:

TIME: 30 minutes

PROCEDURE:
Students have previously discussed about their future plans using the Conditionals. Buying a car might have been in the plans of many of them. Once in the computer room they are asked to log in the web page. They look over the selection of cars that are most interesting to them. The teacher provides possible scenarios and the students create the conditional form that best suits the situation. For example:

The teacher says: "You are a farmer."

Students must create a Conditional sentence like:

"If I were a farmer I would buy a pick up truck."

"If I had to choose the color I would choose red."

They can continue talking about the rest of the characteristics of the cars.

SKILLS INVOLVED:
Reading comprehension, speaking, asking questions, making inferences.

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OBJECTIVE:

• To create an appropriate environment to oral interaction.
• To use language for communicative purposes.
• To use the Conditionals to speak about probable and improbable situations .

RESOURCES:

<---- Click on the picture.

TIME: 40 minutes.

PROCEDURE:
The students read the information presented in the web page and talk about the embarrassing situations that others have had. New vocabulary should be discussed with the teacher. Using the conditional structures the students answer the question: "What would you have done if that had happened to you? They continue speaking among the students and with the teacher. Finally, the students tell their own embarrassing situations and talk about them. They can talk about the outcome of this situation and ask their friends: Would you have done the same thing if this had happened to you?

SKILLS INVOLVED:
brainstorming, speaking, reading, writing.

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OBJECTIVE:

• To review the use of different tenses.
• To use skimming and scanning to find concrete information.
• To use authentic texts to develop discussion and oral production.

RESOURCES:

TIME: 30 minutes.

PROCEDURE:
Students look over the TV programming schedule. They think about their daily activities and create sentences talking about their favorate shows. They use the Conditional to talk about the shows they would be watching if they didn't have to do a particular activity. For example:

• I would be watching the news if I didn't have to pick my sister up from school.
• I would would never watch that soap opera, even if I had all the time in the world.

SKILLS INVOLVED:
Skimming and scanning, speaking, expressing points of view, asking questions.

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