Abdirahim Alabbasi Abdirahim Alabbasi

Teaching practice 7
Upper-Intermediate level


In this lesson, I will introduce the second conditional in the context of wishful thinking and hypothetical situations. We use 2nd Conditional to speak about things that are probably not going to be true. Maybe I'm imagining some dream for example. It is not based on fact, but refers to an unlikely or hypothetical condition and its probable result. Students will get to know the different ways of talking about unreal situations and the grammatical aspects that they include.


Abc Handouts
Abc Pictures
Abc WB

Main Aims

  • To provide clarification of the second conditional in the context of wishes and regrets

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of wishes and regrets


Warmer/Lead-in (4-6 minutes) • To set lesson context and engage students

T puts a picture on the WB and asks Ss "what do you think is going on in this picture?" Ss guess and T elicits the functions of making wishes. T puts another picture and elicits more examples of the functional language. T elicits the phrases "I wish ..., If only ...., I wish I had ...... "

Highlighting (4-6 minutes) • To draw students' attention to the target language

T asks CCQs like " Are we describing a past actions? – No Did this event happen? – No Is it likely to happen? – No Am I stating a fact or making a wish? Making a wish. Do I want it to happen? Yes" T elicits the different ways of expressing a hypothetical situation. T "How else can we describe unreal things? How do we talk about things we dream of having?" T elicits "the second conditional, I wish...., and If only......"

Clarification (12-14 minutes) • To clarify the meaning, form and pronunciation of the target language

T asks Ss for examples using (I wish) then writes one sentence on the board and elicits M, F and P. Ss provide the sentences and T might do some hot error correction. Then, he notes to students that they can replace (I wish) with (If only) Ss give examples and T gives FB. Then, T writes on the board (If you were rich,.......) on the board and asks students to discuss the possible answers with their partners. T asks Ss to share their answers and does some error correction.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

T Gives Ss HO1 and asks them to do exercise A. "Work alone, use the words to make full sentences." Ss do the ex, T monitors then stops the activity. T "Check your answers with your partner" T assigns pairs, Ss check their answers. Then, T gives Ss the answer key as a FB.

Semi-Controlled Practice (9-11 minutes) • To concept check further and prepare students for free practice

T gives Ss HO2 and asks them to do ex B. "work with your partner and complete the sentences" Ss do the ex, T monitors, takes notes and then stops the activity. T asks student to check their answers in pairs. Ss check. Then, he hands them the answer key to check whether they answered correctly or not. T gets some pairs to share their answers with the group and might do some error correction.

Free Practice (6-8 minutes) • To provide students with free practice of the target language

T gives Ss cutups with some phrases on them. Ss use these phrases to make sentences about themselves and they share it with their partners. T " Take one cutup from the box and make a sentence about yourself. share this sentence with your partners. then swap the cutup with him/her " Ss mingle, T monitors and takes notes for delayed error correction.

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