Marina Marina

Lesson 12/05
E3 level


In this lesson, students learn about the Second Conditional through guided discovery based on a grade-appropriate listening activity. The lesson provides students with a variety of activities to increase students engagement, and thus, promote learning. Notes: >This is a 3-hour lesson with a 15-minute break. >Seating arragement is limited due to current situation ( Covid-19 social distance requirement) >This lesson plan has been designed in such a way that there is an effective connection between activities and thus, creating smooth transitions. Variety of activities and dynamics have been provided to achieve this. Teacher may need to vary dynamics/methodologies according to unexpected situations. > Learners' monitoring and assessment will be conducted throughout the whole lesson.


Abc Board/Smartboard
Abc Google Functionalities
Abc Murphy, Raymond. Essential Grammar in Use. Second Edition. Cambridge

Main Aims

  • To provide clarification and practice of second conditional in the context of hypothetical situations

Subsidiary Aims

  • To provide accuracy and fluency speaking practice in a second conditional in the context of imaginary situations


Warmer/Lead-in (15-25 minutes) • To set lesson context and engage students

I will start the class by introducting learning objectives: By the end of this lesson, you will be able to: >Describe 'impossible' or 'unreal' situations >Identify second conditional structures Then, the lead-in stage begins: I will display an image of someone winning the lottery (trigger) I would ask students "What would you do if you won the lottery?" Discussion will be promoted. As students provide their answers, I will write ideas on the board (Brainstorming)

Exposure (20-20 minutes) • To provide context for the target language through a text or situation

Students will be exposed to the target language in a meaningful experience. The main objective for this is to use authentic materials in a context-embedded learning experience. (For this lesson, I have chosen a song. It is engaging and the target language is in context) For the exposure stage then, students will listen to the song as part of a "gist" activity. Students will be asked to provide a title for the song. The whole group discusses about their answers. The real title of the song is provided.

Highlighting (20-30 minutes) • To draw students' attention to the target language

To draw students' attention to the target language, students will be given lyrics with some missing words/phrases. They will be required to listen to the song again to complete a fill-in-the-gap activity. Students can work in pairs to check answers first and then, share answers with the large group. Group correction is carried out.

Clarification (20-35 minutes) • To clarify the meaning, form and pronunciation of the target language

I will write three sentences from the song on the board. Elicitation ( meaning and form) of the target language will be carried out. I will underline the target language, clarify grammar and check the meaning of the structures. I will ask students again what they would do if they had a million dollars. As they answer (using the target language) I will write several examples on the board. Ideas provided before will be embedded in the TL now. T and SS work together to discuss meaning and form of their productions. Finally, I will model and drill pronunciation orally. I will encourage SS to drill pronounciation. In this part, rise-fall tone and contraction 'd will be highlighted.

Controlled Practice (30-40 minutes) • To concept check and prepare students for more meaningful practice

Grammar practice. Students will be provided with grammar exercises for them to practice and focus on structure. Students will be given time to work individually and then, group correction will take place. As learners work on the activities, T monitors performance.

Free Practice (30-30 minutes) • To provide students with free practice of the target language

Speaking activity: Students will work in small groups. Each group will be given a set of cards. The first player turns over the card on the top of the pile and reads it. That student should complete the sentence started on the card. All group members participate. I will ensure all students participate and I assess them so that we can reinforce learning. At the end of the lesson, time for feedback and correction will be provided.

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