Melissa Mullan Melissa Mullan

TP-4 - Melissa Mullan
Upper Intermediate level


Grammar Lesson


Abc Student Book

Main Aims

  • To introduce and provide practice for the second conditional and alternative uses of "if" within the context of breaking the law.

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of breaking the law.
  • To provide practice and clarification of words related to breaking the law.


Lead-in (5 minutes) • To set lesson context and engage students using their knowledge of the topic.

T displays a few questions and has students discuss in breakout rooms (groups): Imagine you were driving and were late for an appointment, would you exceed the speed limit? Why/why not? What if the other drivers on the road were all exceeding the speed limit? Suppose a cash machine gave you twice as much money as you asked for, would you keep it? T conducts OCFB and writes learners’ ideas on the board.

Exposure/Text-work (6 minutes) • To provide context for the target language through the text.

Ex 5a T shares text and questionnaire with students. Instructions: We are going to take 3 minutes to read the text and the questions. Write down which of the bolded phrases use words that are alternatives to "if" (are about real/likely situations) and which are second conditional clauses (are about imaginary/unlikely situations). T elicits answers to two fill in the blank sentences defining target language. T demonstrates example with #1 in text. Instructions: Take 2 minutes and compare answers in breakout rooms. Check answers in pairs in breakout rooms T conducts OCFB

Language Clarification (7 minutes) • To clarify the meaning, form and pronunciation of the target language.

MEANING T shows displays activity matching definitions to second conditional and alternatives to "if" clause examples. T demonstrates first one Check answers in pairs T conducts OCFB FORM T displays form activity for alternative to "if" and second conditional clause. T demonstrates #1. PRONUNCIATION T shows slide with 2-3 clauses and drills pronunciation as a class and individually in full sentences.

Controlled Practice (8 minutes) • To concept check and prepare students for more meaningful practice of the target language.

Ex 6a or gap fill task Instructions: T displays activity and provides a fill in the blank handout (5 sentences) to students Suppose/provided you found a wallet, would you return it? Yes, I would, imagine/assuming I could find the owner. No, I wouldn't, unless/if I thought I would get caught. Imagine/assuming you found $200 on the street, would you keep it? Yes, I might, unless/if I saw the owner looking for it. No, I wouldn't, provided/even if I couldn't find the owner. If/suppose you couldn't afford to buy it and wanted to download a movie online, would you do it? No, I wouldn't, even if/provided I really wanted to see it. Yes, I would, unless/assuming I would get caught. T demonstrates first question Students complete individually first Check answers in pairs T conducts OCFB

Free Practice (10 minutes) • To provide students with free practice of the target language and to use the language fluently.

Ex 7 or communicative task T posts questions for students to answer using second conditional and alternative to if clauses: If you hit a parked car, but there was no damage, would you leave a note with your phone number? If you get home from the supermarket and realize that they hadn't charged you for something, would you take it back? If you were riding your bike on a busy, dangerous street, but it was illegal to ride it on the sidewalk, would you choose to ride on the sidewalk? Learners work in pairs and discuss. Learners switch pairs as many times as possible as time allows.

Feedback/DEC (7 minutes) • To provide learners with feedback on the completion of the task and language.

Instructions: T conducts OCFB

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