2nd Conditional Lesson
To provide clarification and practice of the second conditional in the context of unlikely circumstances and dreams
To provide an accuracy and fluency speaking practice using the 2nd conditional in the context of unlikely situations (win the lottery, was prime minister, was blind, etc).
Procedure (37-50 minutes)
-Stick photo of dog on the WB. Draw a thought bubble around the dog donerci photo to connect it to the first dog. -Have SS stand up and take a look at the picture. -What is this dog thinking? (he wants to be a donerci, wants to eat meat. . . ) *if no response. "Who is this?" (point at dog donerci) -What does the dog donerci do? -What does he (the first dog) think? -(I would be so happy! I would eat doner all the time, I would give doner to every dog that came by, I would gain 100 kilos, I would open another store, I would be famous, I would travel to Argentina, I would eat a steak) -Elicit meaning. -Is this real or imaginary? (imaginary) -Can a dog become a Dönerci? (no) -Will he. . (give doner to every dog that comes by)? Why not? (no, because he will not become a Dönerci) -Why is he thinking about it? (he wants to be one) -If I was a donerci, I would eat lots of doner. -Am I a donerci? (no) -Could I be a donerci? (yes) -Do you think that I will be a donerci? (no) -What is this form called? (2nd conditional) -Write "If I was a Dönerci, I would. . ." on the WB -Elicit form by using the written sentence. -if + S + past simple + DO, S + would ('d) + base form of verb -Pronunciation with class "If I was a donerci, I'd. . . " -elicit "would" from "I'd" and demonstrate through finger correction how they form a contraction.
-Erase the if, 'd, and eat from the sentence on the board. -Write if, would and the verb in the correct places. What goes here? (elicit the position of if, would, and eat on the example on the board) Work in pairs. -Pass out controlled 2nd conditional HO. -check answers with each other. -Pass out 1 feedback sheet per pair.
-Put SS into 4 groups. - Write A "If I was a donerci, B I would eat lots of doner, C but I am a teacher." on the board. -Pass out sentences on slips of paper: (A's, B's, and C's each a different color) -Demonstrate how each color group forms a sentence. -SS check their answers with each other. -Feedback posted on walls around room.
-Project copy of paper on WB -Pass out HOs -Demonstrate example 1 on the WB with the projector. -elicit "could" by asking for the past simple of "can." elicit "'d live" and then fill in the end. -SS work in pairs. -SS mingle and share their answers. -Monitor for error correction -Feedback: Turn on projector, have SS fill in verb form -provide error correction if needed
-Pose a scenario to the class: "If I won the lottery, I would. . . " -Ask "What would you do?" to one end of the class and when they answer, (eg: I would buy a car), demonstrate the activity by answering, "if I bought a car, I would. . . " and give that to the following S so that the class sees that the previous answer becomes the if clause of the next sentence. -Form the class into 2 or 3 groups and pose each group a different situation (if I was in prison, if I was prime minister, if I was blind, if I could fly) and have them go around in a circle.