Erica Latif Erica Latif

TP 3 Erica Latif
Intermediate level


In this lesson Ss will learn about the Second Conditional in the context of Law and Order. T will write an unreal conditional sentence from the text on the WB and ask concept questions to check the Ss understanding of the text. Ss will do a multiple choice activity to force them to choose between real and unreal conditionals where they can choose either one but should explain why referring to likelihood. T will elicit the full structure of unreal conditional sentences onto the WB and show them the clauses can switch. T will check to see if they can see the difference where the comma is concerned. Ss will do 2 more exercises. T will drill sentences with them with flash cards. Ss will do freer practice. If time permits Ss will do sentence-chaining in small groups.


Abc Handout 1
Abc Handout 2a
Abc Handout 2b
Abc Picture
Abc Answer sheet
Abc Whiteboard
Abc Flash cards

Main Aims

  • To provide Ss with the necessary MFP of second conditionals and use it more accurately in the context of prisoners.

Subsidiary Aims

  • To provide Ss with the opportunity to practice and develop their oral fluency in the same context.


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

Put a picture of prisoners on the WB and elicit some ideas from the students about the picture to set the scene for the grammar to follow. Ask Ss if the prisoners live in a good place. Do they like it there? Will Ss be able to live like this? Are there too many of them in this one big room? Do they have enough space? etc.....

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

Write sentence on the WB: If prisoners had better living conditions, they wouldn't have to protest. Ask students: Do prisoners have good living conditions? No Are we talking about the past or present? Present Then why are we using the past form of the verb? To show it is unreal... Ss to do Handout 1 to decide if sentences are real or unreal (2nd conditional). Give Ss an answer sheet.

Highlighting (2-4 minutes) • To draw students' attention to the target language

T elicit the full structure of the TL from the students using the sample sentence. T show Ss the clauses can be swopped and ask them if they can see the difference in the 2 sentences. They should notice the use of the comma when sentence starts with if... If-clause main clause (use comma after if-clause) If + noun/pronoun + past simple, noun + 'd/would + base verb form. If clause can not function alone, it's a condition and needs the main clause. The main clause though can stand alone without the if-clause. Switched: Main clause If-clause (no comma) noun + 'd/would + base verb form + if + noun/pronoun + past simple Elicit the question form also.

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

Ss to do Ex 1 and 2 correcting the by eliciting from Ss individually. T use flash cards to let the students repeat the TL each time only use the first clause and they should complete it. Also switch clauses for practice.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Ss will practice by T asking the same question to each of them after going through the example with them. T give student and example: If I had lots of money to travel the world, I would go to Europe. CCQs with them. 1. Do I have a lot of money? No 2. Am i talking about the present or the past? Present 3. Then why am I using the past tense again? Because it's highly unlikely for me to go to Europe if I didn't have a lot of money. Ss have to practice this by repeating back to the T. Drill in the intonation, rising in the first clause and falling for the last part.

Semi-Controlled Practice (8-10 minutes) • To let Ss practice to get fluency using this grammar.

Ss will get a HO with 10 questions to ask each other and to practice the TL under supervision of T. T elicit how to ask a question again.

Free Practice (8-10 minutes) • To provide students with free practice of the TL by making their own sentences and asking each other.

Tell Ss to imagine a holiday that they would like to go on that they think they can only dream about and what they would do. They will practice the TL during in pairs.

Web site designed by: Nikue