Pete Champlin Pete Champlin

Intermediate level


Abc SpeakOut – Intermediate Students’ Book 2nd Edition, Pearson

Main Aims

  • To provide review and practice of the Hypothetical (2nd) Conditional in the context of imaginary future events.

Subsidiary Aims

  • To provide practice reading for gist and detail.


Warmer/Lead-in (5-6 minutes) • To set lesson context and engage students

Display several photos (e.g. a person flying, a dog using a computer) and ask Ss to describe what they see. Are these real events? Are they imaginary? As an example I will describe something I imagined when I was younger. Ask Ss: What things do you imagine? What things did you imagine when you were younger? (We will discuss this as a class, as Ss are often still arriving for the first several minutes.)

Exposure & Highlighting (7-8 minutes) • To expose the target language through a text or situation

Explain that Ss will read a dialogue. Provide a few pictures and have Ss predict what the dialogue will be about. Hear ideas from a few Ss (overpopulation, the future, imaginary ideas, not real, living on the moon) Display the text. Ss have one minute to read. Were predictions correct? Elicit answers. Ss will read the dialogue again. This time they will identify all the verbs that describe imaginary events. Ss have two minutes. Elicit verbs from the first two sentences, then display the answers.

Clarification (8-9 minutes) • To clarify the meaning, form, and pronunciation of the target language

Ss work in BoR to answer 6 language clarification questions based on the familiar dialogue they just read. Meaning, use, and form are covered. Chat link to doc. Create BoR. We review first answer together, then display answer key for Ss to check their answers. Emphasize the most important features, including the use of past simple and 'would' or 'could'. Check if there are questions. CCQs: Is past simple always used in the 'if' clause? (yes) Are we talking about past events? (no) Are these events probably going to happen? (no, probably not) Display the pronunciation slide. Elicit from Ss the stressed words. Have Ss listen and repeat.

Controlled Practice (9-10 minutes) • To concept check and prepare students for more meaningful practice

Ss work in BoR to complete 8 gap-fill sentences. I will provide an example: Example: They ______ (be) healthier if they ______ (eat) better food. They’d be healthier if they ate better food. Chat Ss the link to the doc and form BoR. After Ss return from BoR review the first two sentences together. Then display answer key. Point out sentences where 'would' or 'could' are acceptable answers. Check if there are questions. Provide feedback about errors noticed from group monitoring.

Freer Practice (5-6 minutes) • To provide students with freer practice of the target language

In BoR (of 3) or whole class (depending on number of Ss), Ss will write a "Conditional Chain" story. Each student contributes a sentence or two. I will first show an example, where the verb in the 'would' clause must be used in the 'if' clause of the next sentence: - If I could fly, I’d go to Argentina. - If I went to Argentina, I’d meet interesting people in Buenos Aires. - If I met... I will also provide a couple sample sentences to start with. Ss share story with class.

Feedback and Error Correction (4-5 minutes) • To provide feedback on students' production and use of language

Share examples from the lesson of Ss target language usage, some correct and some incorrect. Ss work individually to decide whether the sentence is correct, or if not, what is wrong. Ss share answers with class.

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