Sebahat Gök Sebahat Gök

TP- 3a
Intermediate level


In this lesson, students learn about the Second Conditional through reading a text on protesting news around the world. The lesson starts with exposure to the text and after that, language is presented and analysed. Controlled, semi controlled and finally freer activities are done in sequence.


Abc coursebook
Abc HOs
Abc whiteboard

Main Aims

  • To provide clarification and practice of Second Conditional in the context of protesting news

Subsidiary Aims

  • To provide gist in the context of protesting news
  • To provide fluency speaking practice in a conversation in the context of Second Conditional


Lead in (2 minutes) • Introducing the Ss to the topic

The teacher shows pictures on the handout (Appendix I) and elicits answers on what they are about.

Exposure through the text (4-6 minutes) • To expose students to the use of the Second Conditional by providing a context.

Teacher tells the Ss that they are going to read about different kinds of protest in the world. They will read quickly and discuss what is the problem in each case in pairs. (Appendix 2) The teacher hands out the worksheet, takes some WC and elicits answers.

Highlighting (5-6 minutes) • To draw students' attention to the target language

The teacher asks what the protestors state exactly and after eliciting, writes down on the board: "How would you live if you were living on that kind of money?" "If we had courts that were fair to men, we would be able to see our children." "If I were you, I would go to Britain." Teacher asks some eliciting questions: What is common in these three sentences? What is the meaning conveyed in each sentence? Focus on the second sentence: According to the spokesman, are the courts fair to men? Are they able to see their children or not? So, when do we use that structure?

Clarification with Controlled Practice (15-16 minutes) • To clarify the meaning, form, and pronunciation of the target language and prepare students for more meaningful practice

Having elicited answers on use of TL, the teacher draws a mind map on the wall (which is pictured in whiteboard plans). She writes the meaning & the use of the Second Conditional: impossible or improbable situations. Having dealt with the meaning, she focuses on the form and asks which part is the cause and which part is the result. She specifies the if clause and the result clause. She elicits part of the speech at each part. The sample sentence is cleaned and it is drilled chorally for 3 times. The sentence is substituted by different objects and subjects (If I were a man, I'd grow beard. If it was winter, I'd go to Uludağ). Finally, it is written on the board with the stresses and phonology specified.

Semi Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

Ss shows the worksheet to the Ss. (Appendix II) Explain that there are 3 diferent exercises and there is an example sentence in each of them to help them. They will work in pairs and the answers will be checked after each part is completed. ICQ: Are you going to anwser the question on your own?

Free Practice (6-8 minutes) • To get the students speak fluently on the hypothetical situations.

The teacher prepares 3 different situations to talk about. She hangs the different situation cards on the corners of the wall. (Appendix 3) 1st: "One of your friends is expecting a baby. She is working for full time and she doesn't have anyone to take care of the baby. What would you reccommend her? Use "If I were you..." 2nd: What would you do if you had a million dollars? 3rd: Imagine what life would be like if your plane crushed on a desert island. (If I were on a desert island, I'd...) The pairs spend a few minutes on each corner and then swap places. Some FB are given.

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