To provide practice of Second Conditional
To provide fluency and accuracy speaking practice in talking about imaginary or hypothetical situations
Procedure (30-38 minutes)
Teacher asks the following questions about the people students listened to in the previous lesson, and this way he contextualizes the target grammar structure. What is the most useful thing for Don? What is the most useful thing for Holly? What is the most useful thing for Kathy?
Teacher hands out the guided discovery handout on which are transcription of the listening they did in the previous lesson and some questions students need to answer about the second conditional. Firstly, students need to work in pairs, when they are done, they can check their answers with the people in the pairs. Second, teacher writes a marker sentence on the board and checks the anwers as a whole class. He also elicits the use of "to be" in the second conditional.
Teacher divides the classroom into two and gives each group. He gives them a seperate handout on which there are different questions that they have to complete using the second conditional. Students complete the sentences working in pairs, then teacher gives the answerkey. After making sure that their questions are true, teacher wants each student match with a student from the other group. He sets 10 minutes for this activitiy.
Teacher asks students to write two things that they have and are important to them and two things that they do not have but they would like to have and gives them 2 minutes . Second, teacher asks them to think about how life would be different with or without thise things for a minute. Finally, students swap their papers and try to guess how their pairs' life would be different with or without the items on the papers.