Copy of Second Conditional
Intermediate (B1) level
* Introducing and practicing unreal condition (second conditional) to talk about unreal cases and for giving advice.
* Clarifying the difference between the two vowels of /ʊ/ and /uː/ .
Procedure (33-48 minutes)
Put up the photo of a modern green house on the board or use the video projector to show it. Elicit ideas what the advantages and disadvantage of living in such a place are. This could be done in pairs Ss discuss the same topic. Hopefully this will lead to making some second conditional sentences later on in the next stage.
Use the elicited ideas (advantages and disadvantages on the board) to write down one or two model sentences on the board. Eg. If I lived in this house, I'd wake up every day with the birds singing.
* Using some concept check questions in whole class try to make sure students are familiar with the meaning of the TL. • Is it talking about past or present? [Present] • Is it talking about a real situation? [No] • So why is it in past form? [Because it's unreal] • Is it a dream or wish? [Yes] * Show on the board how the sentence is structured. + If I lived in the Canary islands, I'd have a happier life. (if + subj + V2 ... , Subj + would + v1) * Elicit "?" and "-" forms and write on the board. * Use backward drilling to practice the pronunciation. Substitution drills may come handy as well. eg. If I lived in this house, I'd wake up every day with the birds singing. T: be healthier, Ss: If I lived in this house, I'd be healthier. T: get sick / negative Ss: If I lived in this house, I wouldn't get sick.
Page 79 exercise 1. Use if in the right place in the sentence. ICQs: Do all the sentences need "if"? [Yes] How many times can we use it in each sentence?[once/only once]
Ss use the words in parentheses to fill in the blanks. Model the first sentences. Feedback: Check the answers as whole class or ask sb. to put the answers on the board. Drill te sentences for further practice on pronunciation.
Ss ask and answer the quenstions in th previous exercise. Corrections are better not to be done on the spot at this stage since there is a fluency focus to the task. Feedback: Ask Ss which of their partners answers they found more interesting and why. Any ill-formed sentences during the pair work could be taken care of at this stage. Clarifying the difference between long /ʊ/ and /uː/ using the examples in the book and other examples.
Two tasks of different nature will be set forth for this stage of the lesson, hopefully to raise interest for everyone. Since the main theme of the lesson is news and related subjects, students in groups will have to review some of the current world news stories and suggest improvements using the second conditional. eg. If the war in Iraq stopped, Iraqis could have a happier and safer life. Second task will be asking Ss to discuss in groups if they could have a super power what it would be and why they would choose it.
This task will be used in case the previous task last less than the time expected. Students Will have to complete some sentences begining with the first half of second conditional. The sentences are rather funny to fill the spirit of the class up.