New lesson plan: Second Conditional

Ashkan

Second Conditional - B2 level

Second Conditional
B2 level

Description

In this lesson, students learn about the second conditional through guided discovery based on a written conversation between two university students about their summer courses. The lesson starts with the teacher asking students to read the given conversation and describe what happened. Then the teacher asks some CCQs from students and their reasons for eliciting the meaning of the second conditional sentences. After some generalizations, the teacher elicits the form of the meaning and reveals the name of the grammatical structure himself. Then students make some second conditional sentences individually and try to correct their classmates' sentences in a controlled way by the teacher. In the end, students have to make a conversation in pairs with the second conditional and perform it in the class. The teacher gives feedback at the end of all conversations and elicits the correct form from the students. Students will be able to understand and use the second conditional in their interactions.

Materials

A PowerPoint

A handout

A PowerPoint

A handout

Main Aims

Students will be able to understand the second conditional in the context of daily life conversations.
Students will be able to use the second conditional in the context of daily life conversations.

Subsidiary Aims

To provide inference reading practice using a text about conversation between two people in the context of daily life conversations.

Procedure (36-45 minutes)

Greeting & Roll call (2-5 minutes) • The friendly atmosphere of the class. Finding absence. Getting used to with students' moods.

The teacher says hello to the class, calls the students' names, and asks them about their day and their feelings.

Engagement & Lead-in (5-7 minutes) • Engaging the students with the conversation

The teacher shows a picture(Two female university students in a cafe) on the board and asks students some questions like these: - What are they doing? - Where are they? - Can you guess what are they talking about? Students answer the questions and discuss the picture.

Study (21-23 minutes) • To clarify the new concept in the context of daily conversation and unable the student to understand the second conditional in the context of daily life conversations..

The teacher provides the conversation text (Giving the handout and on the PowerPoint) and students find that their guesses were correct or not. After that he wants them to read the conversation individually for 1 minutes and then explain what is it about in 1 minutes. Now the teacher tries to elicit the students' inference of the conversation (Mia is sad about her choice) and the reason for this inference. He asks if the sentence " If I didn't attend the summer courses, I would enjoy my summer so much more!" is the main reason to deduce that she is sad and likes to enjoy the summer. After a short thinking, students admit yes and the teacher asks "How did you conclude it?" (4min). The teacher writes the sentence on the WB and asks some CCQs: - Does Mia enjoy the summer? - Is it possible (/easy) to leave the summer courses? - Is Mia talking about the past in the sentence? The teacher writes the correct answers on the board and after that, he clarifies the grammar (second conditional) meaning, use, form, word order, and name with the help of students and writes them down on the board (8 min). After that, the teacher shows the conversation again and asks students "Are there any sentences in the conversation that are similar to the sentence we have worked on?" Students check and say yes It's "If I were you, I would finish the project as soon as possible.". If they don't find it, the teacher mentions it. The teacher writes it on the board and asks some CCQs: - Does Sara imagine herself in the condition of Mia? - Does Sara give a suggestion? - Does she talk about the past? The teacher clarifies that this is another use and form of the second conditional (5 min). The teacher asks the students to check the examples and ask if there are any questions (2 min).

Activation (6-7 minutes) • Students will be able to use the second conditional in the context of daily life.

Each student makes a sentence in the second conditional (tell and write on the board). The teacher asks peers if the sentence is correct or not and what's the correct form.

Review & Homework (2-3 minutes) • Reviewing the session and getting the homework

The teacher gives 1 minute to rest. After that, he reviews the lesson by eliciting from students. - What did we learn today? - When do we use it? - What time is this grammar speaking about? In the end, the teacher gives homework: Find a pair and make a 3-minute conversation about hypothetical situations and their possible outcomes in your daily life.