Sara Metz Sara Metz

TP1: Hypotheticals
Upper-Intermediate level


To review and clarify language for describing hypothetical situations, and introduce alternative lexis for "if." By the end of the lesson, students will have a better understanding of the conditional structure and will have had practice using that language and be better able to talk about future events and crime-related situations.


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Main Aims

  • To provide clarification and review of language used for describing hypothetical situations

Subsidiary Aims

  • To provide clarification of conditional lexis in the context of crime and honesty


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

T will re-introduce self to the class and write name on the board. T will ask students to guess what she will draw, and draw pictures to demonstrate a "robbery" (a bank and a money bag on the board, mime holding a gun) and "arson." T will invite one student to the front of the room. T will tell the student to mime "murder" and have the rest of the class guess what they are acting out. T will invite one more student to the front of the room and tell them to mime "theft" and invite the rest of the class to guess what they are acting out.

Reading/Listening Task (5-7 minutes) • To gauge students' prior knowledge of the target language

T will tell students to imagine a situation; if students do not understand the hypothetical nature, draw a picture to demonstrate the meaning of "imagine" (stick figure with a thought bubble) and say it's "not real" or "pretend." T will ask WC questions using modal verbs, pulled from Ipek's questionnaire ("If I won a million dollars, I MIGHT buy a big house" or "If ____ robbed me, I WOULD cry") or possibly based on how students might FEEL if a certain crime happened to them (tie together the current and previous days' lessons). Ask students to provide two other examples (or refer to particular examples they provided during Ipek's segment of the lesson). T will read questions from exercise 3a from Face-to-Face; students will work in pairs to answer based on the questionnaire handed out by Ipek. T will write at least one example on the board and label the sentence to point out what a "clause" is, as well as mention the structure is known as a "conditional situation."

Highlighting Target Language (10-12 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

T will ask CCQs to make sure students understand the form and meaning of the conditional structure ("if" + subject + past simple, subject + modal verb + infinitive). T elicits examples of the conditional form from students and drills the correct form, including at least one negative example. Also, emphasize that the verb after "if" is past tense, even if the "if" part of the structure comes after the result (ex. "I would be sad if I were alone"). T will provide instructions for exercises 3b and 3c, ask ICQs, then pass out HO to students with more context/awareness about the usage of "provided," "assuming," and "as long as." Students will have 2-3 minutes to answer the questions, then they will talk with a partner about their answer. T will ask 2-3 pairs what their answer was and why; possible discussion in the class.

Clarifying Target Language (10-12 minutes) • Check students' use of the target language again and compare with the first test

T will write the first question from exercise 4a on the board and elicit the correct answer from Ss. T will explain instructions for handout and ask students to complete the exercise; Ss will check answers in pairs; T will monitor to individually address S misunderstandings. T will write the first sentence from exercise 5a on the board and elicit the correct answer from Ss. T will explain instructions, ask ICQs, and provide HO so students can complete the exercise; Ss will check answers in pairs. T will change the pair groupings (or possibly have students stand and find a new partner for each question) and have Ss ask to find out others' answers to the questions (last part optional; if time running short, skip to next stage).

Free practice (10-15 minutes) • To provide students with free practice of the target language

T will demonstrate (or draw example on the board): fold a piece of paper in half and write the first clause of a conditional sentence on one side. T will invite Ss to provide possible results of the conditional situation and select one example; T will demonstrate that the result will THEN become the new situation. ICQs will confirm student comprehension. T will hand out paper and ask Ss to fold a piece of paper in half and write the first clause of a conditional sentence on one side. After one minute, T will ask students to pass the paper on and write a conditional result; repeat until time runs out. T will have students share their stories with a partner, and 1-2 students can volunteer to read their story (if time allows). CCQs can be asked if students provide situations that relate to the previous day's list of emotions.

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