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Teaching Practise 5
Intermediate level


Students, during earlier stages in this lesson, will learn second conditionals through guided discovery approach based on the context of imaginary events. The lesson starts with a lead-in about imaginary events, followed by a text in the same context. They will practice appropriate use of the form by controlled practise. Finally, using target language through an interactive game, they will be able to practice speaking.


Abc Gap-fill Hand Out
Abc The reading text and gap fill hand out
Abc Answer key for the gap fill hand out
Abc Cut-ups

Main Aims

  • To provide clarification and practise of second conditionals in the context of imaginary events.

Subsidiary Aims

  • To provide accuracy and fluency speaking practise through activities in the context of imaginary events.


Stage 1 (Lead In) (5-6 minutes) • To set the lesson context and engage students

1. Teacher greets the students. She gets them to change their seat in order to mingle more efficiently. She divides them into two group. 2. "What would you do ......................................?" Teacher starts the lesson by writing a question on the board, which is not expected for them to come up with answers to fill in the gap or answers to the question itself. 3. The students are told that they are going to watch a short video and fill in the gap with the correct answer. They are told to focus on the question first then the answers that comes up with. Teacher plays the video. 4. After watching the video for once, students discuss the answer in pairs. Then, teacher elicits answers from students first to fill in the gap, later for the answers to the question.

Stage 2 (Pre-grammar reading) (5-6 minutes) • Reading for detail

1. "Who wants to change three things?" Teacher writes down the question on the board. 2. Teacher does chesting and shows the reading text to the students. She wants them to read the text first. 3. She wants them to work in pairs and exchange their answers. She plays an audio file while they are speaking. 4. Afterwards, teacher elicits the answers from the students.

Stage 3 (Guided Discovery) (15-16 minutes) • To introduce the second conditionals to the students through guided discovery approach

The teacher writes two marker sentences on the white board taken from the reading text that students have just read. They are in second conditionals. 1. If I really had a chance to change three things, they would be the environment, poverty and peace. 2. If I had to change something, I'd change the colour of my curtains. 1a. Is Present of Past simple used in the if clause? Past simple 1b. Is 'will' or 'would' used in the second clause? Would 1c. Did he have a chance to change three things? No 1d. Is it real or unreal situation? Unreal 2a. What tense is used after 'if'? Past simple 2b. What form is used in the second clause? Would 2c. Did she have to change something? No 2d. Did she change the colour of her curtains? No 2e. Is this real or unreal situation? Unreal The teacher elicits the answers from students. The teacher wants them to stand up. She does backwards drilling for the marker sentences. Then she demonstrates the stress, contraction and assimilation. Afterwards, teacher wants them to unfold the hand out which is given in the previous task and fill in the gaps. When finished, she wants them to check their answers in pairs. Teacher elicits the answers.

Stage 4 (Controlled Practise) (6-8 minutes) • To get students practice what they have learnt and to prepare them for more meaningful practise

1. The teacher does chesting and gives the instruction to get them to complete the sentences with the correct form of the verbs. 2. Teacher monitors the students while they are working on if there are any problems. 3. The answers are hung on the each side of the walls of the classroom. The students are in two groups. For each group they choose a runner and he or she goes to read the answers to his or her group. 4. The teacher asks if there is any problems related to the exercise.

Stage 5 (Speaking Activity) (10-12 minutes) • To provide students with free practice of the target language

1. The teacher sets the game by describing chain of events. She will give an unreal situation, then students will come up with the possible answers one by one till the game is finished. Teacher gives an example; "If I had ten million dollars, I would go to France. If I went to France, I would drink lots of wine. If I drank lots of wine, I would be drunk. If I were drunk, I would sleep." 2. Teacher starts the conversation by nominating one student. Then the next one uses conditional sentences to describe the result of the action. It goes on until the game is finished. *If there is enough time, teacher suggest another activity by using some cut-ups for each student. Each cut up has an unreal situation that students will come up with an answer. It starts with "What would you do ..... ?" They will work in pairs and exchange the answers.

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