Michael R. Decker Michael R. Decker

TP7 - Second Conditional
Intermediate B1/B2 level


In this lesson, students will explore the second conditional through guided discovery via a song and practice the construction in semi-controlled speaking.


Main Aims

  • By the end of this lesson, students will have had practice of the second conditional in the context of an authentic pop song.

Subsidiary Aims

  • To provide accuracy speaking practice in a conversation in the context of hypothetical situations.


Warmer (6-6 minutes) • To set the context of the guided discovery

SS will be shown the millionaire from TP6 and be asked if they remember who he is. They will then be asked how much money a millionaire has and to silently imagine what they would do with a million dollars. SS will then be given a packet with words from the song and work with a partner. When they hear the words (taken from the main clauses of the second conditionals in the song), they will hold up the card. T will pause the song to demo the first card with SS and collect the packets after the activity.

Guided discovery #1 (6-8 minutes) • To learn/revise the second conditional in the context of a pop song

T will give instructions, the give SS a packet containing second conditionals from the song. They will work in pairs and listen to the song again, putting the sentences into the order in which they appear. T will pause the song after the first second conditional to demo the activity. For feedback, SS will walk around the classroom comparing their work with that of other pairs. T will then elicit "If I had a million dollars, I'd buy..." by prompting SS with "If I had...," finally allowing SS to suggest what T would buy. T will then concept check sentence and drill/backchain pronunciation, focusing on intonation.

Semi-controlled speaking practice #1 (6-8 minutes) • To practice the second conditional in the context of a conversation

SS will then use target language (on PPT) to ask their partners about what they would do with a million dollars ("What would you do if you had a million dollars?" "If I had a million dollars, I'd..."). SS have 2 minutes to speak to their partners. Prior to beginning the activity, T will provide instructions and demo with one S. After the activity, T will engage SS in whole class feedback.

Grammar Presentation (6-8 minutes) • To learn/revise the second conditional

T will then elicit information about the marker sentence (on the blackboard) - What kind of conditional? Where to divide the clauses? What are they called? What tense is in the if-clause? What kind of verb construction (would + bare infinitive) is in the main clause? T will then elicit the new sentence after the if-clause and the main clause are switched, and note the missing comma.

Guided discovery #2 (8-10 minutes) • To discover additional rules governing the second conditional

SS will then be given a handout containing example sentences, and work with a partner to formulate additional rules governing the second conditional. T will give instructions prior to distributing the handouts. SS will have 3 minutes to complete the activity, and after the class will participate in whole class feedback.

Teacher's Assessment • To determine the most effective use of the remainder of the lesson

After the second guided discovery, T will decide, based on classroom monitoring, whether SS have mastered the second conditional adequately enough to engage in a second semi-controlled speaking practice (Option A) or whether it would be of greater benefit for them to work on controlled practice grammar exercises (Option B). If SS engage in speaking practice, the grammar exercises can be given for homework.

Option A: Semi-controlled Speaking Practice (6-8 minutes) • To practice using the second conditional in the context of a whole class mingling activity

SS will engage in a whole class mingle. Each S will have a worksheet containing an infinitive and an object (such as "visit any country in the world") and ask other SS using the second conditional, second person. SS will answer using the first person, and the original S will record their answer in the third person. Prior to beginning the activity, T will give instructions and model the activity with a S. Model language will be provided on the PPT. SS have 3 minutes to speak and build as many sentences about their peers as possible. Afterwards, SS will engage in whole class feedback as time permits.

Option B: Controlled Practice • To practice using the second conditional in a structured grammar activity

If SS are still struggling with the second conditional, they will work on a controlled practice grammar worksheet instead of doing the speaking activity. The activity involves identifying incorrect sentences and correcting them. T will monitor the activity and provide feedback at the end.

Closing (2-3 minutes) • To consolidate lesson content

When 1-2 minutes remain, T will put up common errors that were observed and provide delayed feedback, allowing SS to correct the errors if they are able. T will then ask SS what kind of construction they learned today and to provide 1 or 2 examples. If SS participated in Option A, then the grammar exercises will be given as homework.

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