Scribd
Upload
59 views4 pages

Lesson Plan 3: 2. She'll Miss The Bus If She Doesn't Leave Soon

This 90-minute lesson plan introduces Cambodian EFL students aged 20-24 to the second conditional through a series of activities: 1) Students review the first conditional and discuss hypothetical scenarios in groups to deduce the form of the second conditional. 2) The teacher explains the form, meaning, and use of the second conditional and students practice with individual and paired exercises. 3) Students work in groups to respond to hypothetical situations using the second conditional and present their responses. 4) The teacher evaluates understanding and students practice forming additional second conditional sentences before receiving homework.

Uploaded by

dano
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
59 views4 pages

Lesson Plan 3: 2. She'll Miss The Bus If She Doesn't Leave Soon

This 90-minute lesson plan introduces Cambodian EFL students aged 20-24 to the second conditional through a series of activities: 1) Students review the first conditional and discuss hypothetical scenarios in groups to deduce the form of the second conditional. 2) The teacher explains the form, meaning, and use of the second conditional and students practice with individual and paired exercises. 3) Students work in groups to respond to hypothetical situations using the second conditional and present their responses. 4) The teacher evaluates understanding and students practice forming additional second conditional sentences before receiving homework.

Uploaded by

dano
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 4

Lesson Plan 3

Grammar point: Second Conditional Students' age: 20 – 24


Target level: Intermediate Class size: 25 – 30
Teaching context: Cambodian EFL class Class time: 90 minutes

Aims: To introduce the students to the form, meaning and use of Second Conditional

Objectives: By the end of the lesson the students will be able to:
 recognize and identify the form, meaning and use of Second Conditional
 describe unreal possibility in the present and future using Second Conditional correctly
 use Second Conditional in both written and spoken form accurately

Stages Activities Time Materials/ Comments


(mins) Resources
 Warming up

 T Greets Ss and chats with them.


 T checks the Ss’ attendance.

 Reviewing previous lesson (First Conditional) A list of 5 Some Ss may come late
First so students' attendance
1. 10
 T writes five First Conditional sentences on the board Conditional may be checked later
Opening
 T asks Ss what kind of sentences they are sentences during class time
 T asks Ss when the First Conditional is used

e.g. 1. If you study hard, you will pass the exam.


2. She'll miss the bus if she doesn't leave soon.
 Group work (Deductive approach)

 T asks Ss to work in groups of three


 T provides a situation by writing it on the whiteboard
to give prompts for group discussion
 Ss discuss and present their plan to the whole class
e.g. Your group wins $1 000 000 from the lottery. Now
decide what you will do with the money.
2.  T elicits responses from the Ss by asking them whether 25
Handouts
Presentation the situation above is now real or unreal Whiteboard
 T then introduces and explain the form, meaning and
use of Second Conditional
e.g.
Form: If + Simple Past, Would + Infinitive
Meaning: It is impossible or improbable that the condition
will happen
Use: To talk about things in the present or future that
is NOT true or NOT going to be true

 Individual work and pair work (Textual enhancement)

 T gives Ss an exercise which asks them to answer 10


questions using Second Conditional
 Ss work individually and answer the questions
 They then turn talking to the person sitting next to them
3.
and compare their answers. 25 Worksheets
Practice
 T encourages Ss to ask each other using the questions
in the exercise
e.g. 1. If you were an animal, which animal would you be?
2. If you were lost in the forest, what would you do?
 Individual work (Consciousness raising task)

 T gives each student a sentence completion exercise


 Ss work independently to complete the sentences using
the verbs given in bracket.
 T monitors and gives help when needed
 T checks the answer with the whole class
e.g. 1. If I _____ (be) you, I _____ ( get) a new job.
2. If we _____ (have) enough money, we ____ (buy) a
big house.
Worksheets
 Pair work (Sociocultural theory)
 T asks Ss to work in pairs and gives each pair a
worksheet of sentence matching exercise
 Ss work together to match the sentence halves
 T monitors and checks the answer as a whole class
e.g.
1. If I knew his number, A. if I were you.
2. I wouldn't do that B. I would join the sports club.
3. If I had more spare time C. if you went out more often.
4. You would meet more people D. I would give him a call.
 Group work (Collaborative output task)

 T asks Ss to work in groups of three


 T provides each group with a different situation for
discussion
 Ss work collaboratively to response to the given
situation
4.  Each group present their response to the whole class
Production  T monitors and facilitate the discussion This activity may take
e.g. 22 Worksheets longer time if each
Situation 1: You were elected to be a Minister of Education in group has many things
Cambodia. What would you do as your five-year strategic plan to say
to improve the quality of education?
Situation 2: You received a call for a job interview from a big
company. How would you prepare yourself for a successful job
interview?
 Evaluation and further practice
 T checks Ss understanding of the lesson by eliciting
responses from them about the form, meaning and use
of Second Conditional
 T asks a few Ss to give examples of Second
Conditional sentence and T writes them on the board This may take longer
 T then asks other Ss to interpret/ explain the meaning time since feedback
5. of the sentences 8
may be given to Ss who
Closing  T offers feedback when needed produce the target
 T praises and thanks Ss for their cooperation and effort language incorrectly.
 Homework is given to Ss for further practice
 Class dismisses
e.g. 1. If I _____ home earlier, I _______ dinner.
2. I _____ him to my party if he _____ my friend.

You might also like