Rahma Sherif Rahma Sherif

Intermediate level


In this lesson, Ss will learn the use of (If) to express unreal situations, they will also practice speaking with each other while expressing unreal situations about themselves.


Abc Inside out
Abc Gap_fill handout
Abc Video

Main Aims

  • To provide clarification and practice of the second condition of (if) in the context of expressing imaginary and unreal situations

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of expressing imaginary situations
  • To provide process writing practice of a unreal conditional sentences about ourselves


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

1- T welcomes Ss 2- T plays a video about the Rolling Stones so that Ss can catch some information about the band that will be needed during the lesson like exercise 1. 3- T discusses with Ss and elicits from them the REAL fact that the band is really talented and popular.then she asks them " Now, IMAGINE What would happen if they were'nt talented? _ We wouldn't be able to listen if they were untalented.But, actually, they are very good.

Test #1 (4-6 minutes) • To gauge students' prior knowledge of the target language

T sets the first exercise in the book as a test * Ss work individually first, then they check in pairs or small groups of three if there is an odd number. T monitors, then gives feed back. T checks Ss' understanding through CCQs Are they talented? Ss:yes Are they unpopular? Ss: No " So we use the second condition of If to express unreal or imaginary situations For example, If Mahmood can sing, he would be in a band". So we are imagine that he can sing.

Teach (5-7 minutes) • To clarify areas of the target language where students had difficulty in the first test stage, and explain the form of the structure.

1#T clarifies the form after she actually has just taught the meaning while giving FB on the previous test as an introduction to teaching form. (MFP) 2# T gives Ss a gap-fill handout (guided discovery) so that they discover the form first by themselves, then they check in pairs. 3# T monitors and gives FB, 4#T focuses Ss attention to the margin, then she uses CCQs: 1) The real situation, 2 clauses in present simple. She can't sing, she isn't in a band Is it an imaginary situation? _No Did we use past simple to express it? _No, we use present simple 2) The imaginary\ unreal situation: ^^ If she could sing, she would be in a band (CCQs) How many clauses are there in the sentence? _ 2 clauses Which one takes past simple? _ If clause Do we use present simple to express imaginary situations? _ No So, we use...? _ past simple 5# T drills the examples mentioned above + the examples in the gap-fill activity

Test #2 (3-5 minutes) • Check students' use of the target language again and compare with the first test

T sets exercise 2 in the book. T monitors Ss work individually, then in pairs T gives them a piece of paper with the model answer to check.

Free practice (4-6 minutes) • To provide students with free practice of the target language

Ss discuss with each other some situations that are unreal using the TL T monitors and gives help if needed. T tells Ss that they can use the help of exercise 2 if they need ideas.

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