Nada Osama Fouad Nada Osama Fouad

Nada_demo_Second cond.
Intermediate Adults level


In this lesson, students will learn about the (second conditional if) through a guided discovery activity based on the listening song “If I had a Million Dollars.” The lesson starts with a discussion about (what would you do if you had a million dollars?) and is followed by the exposure listening song, guided discovery, language clarification, controlled practice of second conditional sentence expansion, and a freer practice of the second conditional guessing game.


Abc Handouts
Abc White Board
Abc Guessing cards
Abc PowerPoint Presentation
Abc "If I had a Million Dollars" song by The Barenaked Ladies

Main Aims

  • To provide clarification and practice of the (second conditional if) in the context of having a million dollars.

Subsidiary Aims

  • To provide specific information listening practice using a song about having a million dollars to practice the second conditional if.


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

- T starts the lesson by telling ss what she would do if she had a million dollars. - T asks ss to discuss the same question in pairs. - ss discuss the question together. - T monitors ss. - T asks 3 or 4 ss to talk about their partners for O/C feedback.

Exposure/Listening (6-8 minutes) • To expose students to the useful language while practicing listening for specific information.

- T holds HO1 and asks ss to firstly guess the missing lyrics then self-correct themselves by the song. - T plays the song of "If I had a Million Dollars" - ss complete the missing lyrics. - T asks ss to check their answers in pairs. - T shows the ss the answer on the ppt. *The video of the song shows pictures for the missing lyrics in case of difficult vocabulary to avoid any lack of understanding*

Language clarification (10-12 minutes) • To clarify the meaning, form, and pronunciation of the target language while practicing a guided discovery task.

- T holds HO2 and asks ss to finish the guided discovery task. - ss finish the task and T monitors. - T asks ss to check their answers with their pairs. - T clarifies meaning, form, and pronunciation for the target language. - T draws a timeline, asks CCQs, discuss intonation, models and drills with ss the target language.

Controlled practice (6-8 minutes) • To provide ss with controlled practice of target language to encourage accuracy.

- T holds HO3 and asks ss to firstly finish the sentence expansion. - After finishing the sentence expansion, T asks ss to check their answers in pairs. - ss check their answers in pairs. - T shows the answer key on board. - T asks ss to mingle around and ask different people the questions. *T encourage ss to start their answers with I would..* - T monitors ss very accurately. - T asks few ss about the answers they got for O/C feedback.

Freer practice (8-10 minutes) • To provide ss with freer practice of the target language throughout a guessing game and promote fluency.

- T divides ss into different groups. - T gives each group few cards. - T demo with ss the guessing activity, asks ICQs, and writes useful structures on board to help ss produce correct target language. - ss finish the guessing speaking activity. - T monitors ss and their language for a delayed feedback.

Content/Language feedback (2-3 minutes) • To provide ss with some error correction and feedback on their output.

- T asks ss about the winner in each group and what cards he/she has for content feedback. - T writes on board few correct/incorrect sentences (from the language of the students) and asks ss to guess which of them is correct/incorrect and why. - ss guess in pairs the answers. - T starts eliciting the answers and highlight on board the mistakes with different colors for language feedback and error correction.

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