Luis Luis

Celta course TP3
Intermediate level


In this lesson, students will practice second conditionals in relation to crimes


Main Aims

  • To provide practice of second conditional alternatives to if in the context of crime

Subsidiary Aims

  • To provide fluency speaking practice in a casual manner in the context of hypotheticals
  • To provide gist reading practice using a text about being law abiding


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

- Teacher greets the students. - Teacher asks students if they are law abiding. Allow for conversation to take place. If necessary, probe for further interactions(This step is the one that should take the most time during the lead-in) - Teacher explains to the class the concept of being law abiding. (Emphasize the unrealistic purity needed to be considered so). Teacher may use examples to drive the point home. -

Exposure (6-6 minutes) • To provide context for the target language through a text or situation

- Teacher tells students that there are ways to know if they are truly law abiding, then they are introduced to the first activity. - Teacher will display some questions in the form of a live poll, through Mentimeter. Students will read the questions and then answer using either a phone or computer (Teacher will share the link after the explanation). - After everyone has answered the question being displayed, Teacher asks students for the reason they chose their answer.

Highlighting (1-2 minutes) • To draw students' attention to the target language

- After the poll, Teacher asks students questions about the Qs. This is done in order for them to realize the circumstances under which second conditionals take place.

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

- Teacher drives students' attention to specific sentences within the answers. Teacher then tells students to notice the patterns in the sentences and then introduces them as second conditionals. - Teacher briefly explains the function of a second conditional sentence - Teacher shows students the structure of a common second conditional sentence. - Teacher shows possible alternatives to "if" in a second conditional

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

- Teacher presents students with the first activity. - Teacher models the activity for the students. - Teacher provides students with the activity so they can do the rest on their own. (4 minutes) - Once they are finished, students are sent to BORs to check their answers. (3 minutes) - After they check their answers, students come back to the main session and are presented with the answers to the activity.

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

- Teacher presents students with the final activity. - Teacher gives instructions to the students. They will answer this activity in pairs, in BORs. - Teacher models the activity for students and then sends them into BORs. - After approximately 8 minutes, students come back and Teacher shows them the answers for the activity. - Teacher conducts OCFB if necessary.

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