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TP 7 Grammar - 2nd conditional, what would you do?
Upper Intermediate level


In this lesson, students will work towards using the 2nd conditional to describe hypothetical situations. The lesson sets the context of holiday disasters with a short video and vocab exercise. It is designed to start them thinking about what they would do in similar unfortunate situations. The students will be presented with the grammar using marker sentences and then they will complete an exercise to check meaning, form and pronunciation. Following this, they students will complete some controlled practice (making sentences using TL) and then freer practice (using TL to describe problem situations in a holiday setting).


Main Aims

  • To provide practice of 2nd conditional in the context of hypothetical travel disasters

Subsidiary Aims

  • To provide accuracy and fluency speaking practice in a resolving dilemmas in the context of trav



Students will answer 3 questions based on a short video clip. 1) Explain that the students will watch a short video. 2) Show them the 3 questions on the OHP 3) Play the video 4) Whole class feedback on the questions.

Vocabulary (4-5 minutes) • Pre-teach some useful vocabulary to prepare students for practice stages

Students work in pairs to match 8 sentences with pictures 1) Work with your partner 2) Choose the correct phrase for each photo 3) Monitor to check SS on task 4) Check answers against an answer key on OHP

Mini test - 2nd conditional (4-5 minutes) • To check students knowledge of the TL

Class works through a short practice exercise to allow me to assess their knowledge of the TL 1) Present language check slide on whiteboard 2) Read them the introduction 3) Ask them some concept check questions - who was the subject of the story? Alan - has it happened to you? No/maybe - can it happen to you? Yes - will it happen to you? No/maybe 4) Elicit TL to fill in gaps

Language Clarification (9-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Whole class works through a board presentation to identify M/F/P My aim here is to elicit the information from the class using guided discovery rather than just provide it. 1) Show board presentation 2) Give out Guided discovery notes - explain that the students need to make notes 3) Draw attention to the marker sentences 4) work through the discovery stage, elicit answers from class 5) Elicit new sentences from students for negatives/questions/other modals

Controlled Practice (9-10 minutes) • To concept check and prepare students for more meaningful practice

Students work through 8 questions (individually at first) using TL 1) Show the question sheet on OHP 2) Model and concept check 1 question to make sure students understand instructions 3) Give hand outs 4) Monitor - check for common errors 5) Peer check (give out answers and they mark each other's work) 6) Common error analysis on whiteboard

(optional) Semi-Controlled Practice (9-10 minutes) • To concept check further and prepare students for free practice

If I think students need more controlled practice, they can work through Controlled Exercise 1 but orally. 1) Change partners 2) Look at your question papers, make the ideas true for you (model an example) 3) Ask your partner these questions and listen to their responses - do you agree? What would you do? 4) Take turns asking/answering questions 5) Monitor and collect samples 6) Feedback on whiteboard

Freer Practice (13-15 minutes) • To provide students with freer practice of the target language

In this stage, students work through dilemmas and create hypothetical solutions. 1) Organise the students into groups of three 2) Show the dilemma cards 3) Model the process - one student reads the cards to his group - the other students offer suggestions as to what they would do - take turns asking/answering questions 4) Monitor and gather samples 5) Feedback and reformulation

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