Universite d’antananarivo ecole normale superieure

Second step: presentation stage (60 min)

The teacher drew a chart having four (4) columns: Type (1^st column), Use (2^nd column), Form (3^rd column), and Examples (4^th column). Then, she elicited from the students by asking the use and the form of each type and by inviting them to give examples. The teacher could fill the chart quickly because the students could answer most of her questions

and were active either in giving the form and use or in giving examples. Concerning the second conditional, a student gave this example: “If I were P.A, I would allow pupils to have their own hair dress.” (P.A stands for “Proviseur Adjoint” of the lycée). After that, another student gave this example: “If I succeeded my BACC, I would study abroad”. As a feedback to this second example, the teacher said that the students cannot use conditional type 2 because it is a possible situation. When the student who gave the example on hair dress heard that, he said: “So, I cannot also use conditional type 2 because I can be P.A one day”. The teacher did not comment upon this remark but let the students copy the chart in their lesson books and gave exercises of application to the students afterwards.

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