Cengiz Coban Cengiz Coban

TP8, Breaking News, Grammar - B1
B1 level


In this lesson students will learn the second conditional through guided discovery in the context of breaking news. They will have some controlled practice and then some freer speaking practice.


Abc Lottery Warm-up image
Abc Find 2nd conditional in text H/O
Abc Put if in correct place activity
Abc Put verbs in brackets in correct tense H/O

Main Aims

  • Learners will have a better understanding of the 2nd Conditional and will have had practice using that language in the context of breaking news

Subsidiary Aims

  • To provide accuracy speaking practice in a Conversation in the context of Brea


Warmer/Lead-in (4-6 minutes) • To set lesson context and engage students in the topic of news/current events

Teacher to introduce topic of current events/news with the aim of generating interest in the grammar lesson. Teacher to say a bought a ticket. Teacher to elicit question from students what kind of ticket? Teacher says A ticket were I can win alot of money. Teacher to elicit ideas from students. Where can I get alot of money? Students say, rob a bank, steal, play piyango (lottery in Turkish) . Teacher says Yes. and shows Lottery warm -up image. Teacher to model If I won the lottery, I would buy a big house. Teacher asks students to work in pairs in warm-up activity and talk about what the would buy.

Reading task (4-5 minutes) • To contextualise and introduce the target language

Teacher to ask students if they know the name of the grammar 2nd conditional. Teacher to say today we're going to better understand this and practice the 2nd conditional. Students have read the articles in the previous lesson however teacher to hand-out the 2 articles again if necessary. Teacher to ask Students to read and find the second conditional statements in text. Teacher to ask students to check with partner if this is correct.Teacher to move on to next stage.

Highlighting target language (3-5 minutes) • To draw students' attention to the target language

Teacher to highlight the target language so that the learners are focussed on it. Teacher to ask students do they know what it is? Teacher to ask the students know the conditional statements. Teacher to pair up students who know it with ones who don't and then ask them to explain it to their partner. Teacher to monitor pairs and take notes next stage which is clarification.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Teacher to write on the board 3 sentences in the 2nd conditional as per the grammar analysis. Teacher to ask students if they understand? Teacher to clarifiy meaning and use CCQ's to make sure. Teacher to clarify form with students. Teacher to ask students to work in pairs to check meaning with each other. Teacher to check form as a class with students. Teacher to ask students to pronounce the statements. And correct and repeat for clarification of pronunciation.

Controlled Practice (4-5 minutes) • To concept check and prepare students for more meaningful practice

Teacher handouts exercises for students to practice placing if in the correct place and asks students to work in pairs. Teacher monitors pairwork and students. Provides clarification and assistance. Students to check answers with each other. Answers provided in CW where students say the correct answer.

Language Practice (8-10 minutes) • To provide controlled oral practice focused on using the language accurately

Teacher hands out next task which is put the verbs in brackets into the correct tense. Students to work in pairs to complete task. Once completed they check with partner. Teacher monitors and provides assistance. Next stage is freer oral practice and use of language productively. Students work in pairs and ask each other the questions from this task. Teacher monitors and provides support. Students to change partners once finished.

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