hazem hazem

What would you do if....?
Pre-intermediate, B1 level


In this lesson, students are introduced to the second conditional through unlikely situations of animal attacks. The lesson starts with eliciting vocabulary related a survival quiz. After that, students do the quiz and get exposed to the target language in context. This is followed by a controlled practice of the TL. Finally, there is a freer practice through a speaking activity.


Abc Animal Quiz HO
Abc Slips of Paper
Abc Reading To check answers
Abc WB
Abc Gap-fill HO
Abc Pronunciation: stress and rhythm
Abc Use your own ideas to complete the sentences
Abc What would you do if...?

Main Aims

  • To provide clarification and practice of second conditional sentences in the context of animal attacks.

Subsidiary Aims

  • To provide clarification of some vocabulary related to animals in the context of animal attacks.


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

T sticks images of animals and places on the WB. T elicits the names of animals and places and asks students what they know about the animals in the pictures. Target Vocabulary: bear, bull, crocodile, forest, river, bank, field. CCQs: Are there a lot of trees in a forest? Yes. Are there animals in a forest? Yes. Is there a forest in Bursa? Yes. Is a bank water? No Is a bank along the side of a river? Yes Along one river, how many banks are there? Two.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

T asks sts "What would you do if one of these animals attacked you?". T distributes Animal Quiz HO. Sts complete the quiz. T asks sts to check with their partners and discuss why they choose their answers. T conducts feedback by asking some sts about what their partners chose and whether they agree with them or not and why. T distributes an excerpt from a survival expert speech to sts. Sts read and compare their answers provide sts with the best answers and the reason why. T takes feedback by asking, "Who is a 'good' survivor? Note: most sts might not be familiar with the meaning of 'pretend', T clarifies it by pretending to be asleep. Model: I'll pretend to be asleep. CCQ's: Am I really sleeping? No Am I acting? Yes

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

T disributes scrambled slips of paper containing second conditional sentences. In groups of four, sts put the slips in the correct order.

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

Meaning: T writes the following sentence on the board, "If a saw a crocodile, I would climb a tree." T tries to elicit the meaning of the TL from sts. Are there any animals in the classroom? So this is not real now. Is it possible in the future? It is not very probable. CCQs: Is the meaning about now or the past? Now Is it a real situation or unreal? Unreal Form: T elicits the form from sts. T writes on the board. If+simple past, I/he/she.. would do.... T clarifies that with verb to be, we generally use 'were' for he/she/it/I in formal English, but Native speakers use 'was' in everyday English. However, this is not possible in the expression 'If I were you' Pronunciation: Sts listen to model sentences (Pronunciation Exercise) and repeat the sentences. T indicates word stress if needed.

Controlled Practice (4-6 minutes) • To concept check and prepare students for more meaningful practice

T distributes gap-fill exercise. Sts complete the exercise and check in pairs. T monitors and offers help if necessary. Sts check in pairs and T conducts feedback. T can ask sts whether this is a real situation or not to make sure sts do not forget the meaning of the TL.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

To expand the topic further, T writes the following clause on the board, "If I had $10 million, ..." and asks sts to complete it using their ideas. T takes two or three answers and writes them on the board. T reminds students to use would + do. T distributes 'complete with your own ideas' HO. T monitors carefully and offers correction if needed. T can ask some sts to change their seats and compare their ideas.

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

T writes the question on the board, "What would you do if you were Superman?" T gets some sample answers from sts. T distributes 'What would you do if...' HO. After sts add three questions, T asks sts to stand up and form a circle within a circle facing each other. Sts in the outer circle ask the questions and sts in the inner circle answer in the first round. Now sts in the outer circle move clockwise to change partners, and sts in the inner circle ask the questions. After that, sts in the inner circle move two steps counterclockwise to change partners and the outer group asks again. This can go on for four times so that sts can hear from different sts what they would do.

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