I ask students to make sentences from the words we mentioned in the last lesson. Then there are cards on the board for making conditional sentences of the first type (condition and result). Then the students make their own sentences on this topic.

Students will be asked to read the sentences in the context of cooking and try to understand the sentence structure and learn to talk about unreal and imaginary situations.

1. I explain the structure of the second type of conditional sentence. 2. We find the difference between the first and second type of conditional sentences. 3. Ask students to make two sentences for each type.

I will write the form of the second type conditional sentence on the board. I will supplement my explanation with the construction of the negative and interrogative forms. I will also tell you about the comma, in which cases we should put it.

Students do a written exercise together. The teacher calls a student who translates the sentences into English using conditional sentences of the first or second type. The teacher then asks the class about the correctness of the sentence composition. If there are any mistakes, the teacher corrects them.

1. In pairs, tell your partner what you would like to cook for dinner, but it is unlikely or impossible. 2. Compare your ideas with other pairs. 3. I act as an observer, watching for the grammatically correct construction of the second type of conditional sentences. 4. Share your partner's ideas in front of the whole class.

Enjoy listening to a song with lots of second conditional sentences. Then students discuss which second conditional sentences they heard. The teacher hands out the lyrics and the students sing the song with the teacher.

Take a test on knowledge of the grammatical construction of conditional sentences of the second type.