esra esra

dreams and reality-Grammar, conjunctions
upper-intermediate B2, TP7 level


In this lesson, I will tell the students conditional clauses in "dreams and reality" context. I will start my lesson with a speaking activity that will lead them into my lesson. Then I will show them five sentences on the board and I will try to elicit the differences between the sentences. If they need help, I will explain the meaning. Then I will give them an exercise. First they will check them with their peers then I will chek the answers together. Then we will have a matching activity and in the last stage we have a speaking activity.


Abc white-board
Abc projector
Abc Hand-out
Abc global upper-intermediate students book

Main Aims

  • By the end of this lesson they will be able to understand and use conditional clauses

Subsidiary Aims

  • By the end of this lesson they will be able to produce sentences about conditional clauses


Warmer/Lead-in (0-6 minutes) • To set lesson context and engage students

First of all the teacher greets the students. Then, the teacher wants to take the interest of the students to the lesson. The teacher writes questions on the board: "What would you like to do if you travelled to America? If you go to America, would you like to see Las Vegas or New York? Why?, " Then the teacher says "Now, you are going to work in pairs and tell your friends your toughts". The teach shows the pairs and says "You have 5 minutes".

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

The teacher opens the projector and shows examples about "if, unless, providing, as long as and even if". The teacher shows questions about these conjunctions and shows the meanings and few differences about them. For example "even if" means that although something happens or may be true, another situations remains the same. Although the students know "if" clause, they may not understand the meaning "unless". So the teacher shows the meaning : "unless" means the same meaning as "if not. And, although we generally use "as long as" instead of "if", it is a conditional clause that is used in a process. The teacher also gives the examples in a hand-out so in the other stages they can use it as a map.

Highlighting (0-7 minutes) • To draw students' attention to the target language

The teacher shows the hand out and gives discriptions: "Now look at this page, I am going to give this page to you and you are going to choose the correct option to complete the sentences and circle the correct answer individually. You have 3 minutes.." After they finish T asks them to check their answers with their partners. Then you are going to check your answers with your partners ".

Clarification (0-4 minutes) • To clarify the meaning, form and pronunciation of the target language

The teacher checks the answers with the students and clarifies the mistakes. If the students need an explanation, the teacher gives CCQs or tries to explain.

Controlled Practice (0-8 minutes) • To concept check and prepare students for more meaningful practice

In this stage there will be matching activity. The T divided the class in the groups of there. The teacher says " now I'm going to give you some papers and want you to put them in the correct order with your friends in your group. After they finish answering the questions, the teacher checks the answers together and writes them on the board.

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

At this stage, T writes the questions on the board. T asks to the students to write answers to these question "what would you do if you were a president in this country?" or "What would you do if you were a manager in a private school?" After they finish writing the teacher says "stand up and walk around the classroom and tell him/her what you think about answers."

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