Mohammad Mohammad

Second Conditional
Intermediate level

Description

In this lesson, students learn how to use "second conditional" sentences to talk about hypothetical situations through PPP in the context of talking about winning the lottery. After this lesson, they might be better able to use second conditionals to make sentences about imaginary situations. At the end of the class, students will be asked to give advices to me as someone suffering from overthinking.

Materials

Abc American English File 2
Abc Handout

Main Aims

  • To provide clarification of second conditinal in the context of winning lottery

Subsidiary Aims

  • To provide accuracy speaking practice in a Conversation in the context of giving advice

Procedure

Warmer/Lead-in (1-2 minutes) • To set lesson context and engage students

I'm going to start the class by talking about the American lottery and what would I do if I won it.

Exposure (2-3 minutes) • To provide context for the target language through a text or situation

In this stage, I ask the students to say what would they do if they won the lottery

Highlighting (1-2 minutes) • To draw students' attention to the target language

I'll write one of the students sentences on the board in the correct form to draw their attention the target language.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Using the highlighted text, I'll elicit the structure of the sentence from the students. Then I'll write the negative and question forms of the same sentence by students help and also the contractions. Also, they will be informed about how the if-clause can come at the beginning of the sentence and what change would it make. After that they will learn how to use 'could' as second conditionals while preserving the same structure. Afterwards, They will learn how to give advices using second conditionals and how the "was" changes to "were" in these sentences. Finally, they'll be informed with the difference of first and second conditionals.

Controlled Practice (4-5 minutes) • To concept check and prepare students for more meaningful practice

The students will be asked to do the exercise 9.A on page 143. first, they'll do it individually and then they will check their answers with the whole class.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

The students will be grouped in two and give an advice to their partner's problem using second conditionals

Web site designed by: Nikue