Sara Magdi Sara Magdi

Second Conditional


In this lesson, students learn about the second conditional through TBP based on a reading text about dangerous situations in the jungles.


No materials added to this plan yet.

Main Aims

  • To clarify the meaning, pronunciation and form of “Second conditional” and provide the learners with an opportunity to use its positive and negative forms to talk about imaginary situations.

Subsidiary Aims

  • To provide the students with the opportunity to practice speaking for fluency using “Second conditional” to refer to imaginary situations in the future or the present.


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

1- Ask the students to close their eyes. 2- Tell them you are going to play audio and they need to imagine where they can hear these sounds. 3- Display a picture of the jungles and ask them "Was the place you imagined similar to this in the picture?" Let them share their ideas.

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

1- Strat with a discussion about animals * Do you like animals? why? why not? * Where do you see animals? * Do you agree that animals can be dangerous? * Do you know what to do if you met one in real life? 2- Give them HO1, ask them to choose what would they do in each situation, and tell them that only 1 choice out of 3 would make them survive. 3- Pair check 4- Give them HO2 and ask them to read it to check their answers

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

1- " If a large, aggressive dog ran towards me, .........." Write the previous sentence on the WB and ask them to complete it. 2- Meaning " If a large, aggressive dog ran towards me, I'd walk slowly backward" * Did the dog run towards you for real? *Is it a real situation or an imaginary situation? * This sentence talks about the past or the future? *Normally, is such a situation likely to happen? 3- Form Elicit the form from the students and write it on the WB. 4- Pronunciation: Word stress *Highlight to the students that we stress the main verbs and words that are important to deliver the meaning. *Drilling

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

1-Give them time to answer the questions in HO3 individually 2- Pair check (observe and help if needed) 3- Check the answers with the class

Free Practice (8-10 minutes) • To provide students with free practice of the target language

1- Ask them to read the questions in HO4 and check if there are any new words they need to ask about. 2- Divide them into groups to discuss the questions 3- Check with the class by nominating a student from each group 4- Language feedback

Web site designed by: Nikue