• Depends on the target age group. How old are your students?
  • depends on the grammar point, but as an english teacher i like to include a lot of speaking and listening activities. speaking is fundamental to learning any language and for an advanced class it is probably the most important thing they could learn. if i were teaching for example the second conditional to 13 year olds: LESSON PLAN Class Grammar Point: 2nd Conditional (Intro & Practice) 1 hour class 13, 14 year olds. Student Objective: students will identify, write and use the 2nd conditional in sentences and communicative activities. Warm- up activity /10 minutes: Getting the students to start thinking in English. Ask students to make a list of things they want or wish they could have. Have them use dictionaries or work with a partner and ask professor. Opening Activity/Purpose / 20-30 minutes give or take. To involve all students/to find readiness level for developmental activities. Introduction of structure Write on board: If I had a million euros, I would… Then write on board: ”What would you do with one million euros?” Give example by saying out loud, “If I had a million euros, I would buy a plane!” Then, ask students to make a list of at least 5 things they Would buy or do if they had a million euros, making sure They write the entire sentence. Walk around room, checking and helping with vocabulary and grammar. Partner students and practice speaking. Lastly, elicit students’ responses and write students sentences on board next to my original example. If students wrote or say sentences incorrectly, write correct grammar on board. Developmental Activities/ 10-15 minutes Ask students if this is a real or a probable situation. -no, it’s not real, it’s probable because it’s not certain; it probably would not happen (write on board) Ask students what are the verbs in the sentence. -underline them. Ask students what tense are they in. -label them. Elicit a rule from the student: If + past simple + would/could/might/ + infinitive. Say and write: This is the second conditional because it is not probable. Closing Activity/ Purpose: To identify students’ success with the objective/ 15 minutes Game activity. Give the students a small piece of paper with sentence stems on them as follows: "If I won the lottery, I would………", "If I could be somewhere else just now, I would be…………" and "If I could meet somebody famous,…..…………..” The students complete the sentences then fold the piece of paper and give it to the teacher. The teacher puts everything in a box. Students choose a paper(s) and read the sentences aloud. The students should then guess which of their classmates wrote the sentences. Assignment Students write one wish they have for the next five years **** If there is still some time left, reinforce structure with fill-in the blank Activity. Students are given sheet with phrases and are asked to make the second conditional sentences by filling in the blanks with the given verbs. • For example: 1. If my team __________ the Cup, I'd ________ a car for everybody. (win, buy)
  • I think you can introduce the activity by acting as a girl who is short but dreams about playing basketball. or pretending as a poor man who dreams about drivinmg a rools royce. etc and wrtie the sentences about these on the board and then you can tell them if the situation is imaginary and you are talking about present time but if they are all dream , we can usee if clause type 2. As they are advanced,they already know what 2nd conditional is so you don't have to tell the rule so much , whereas you should focus more on practice. As for the practice activities you can use simple What would you do.... questions and they are a lot of fun by the way.. For example: What would you do if your cellphone fell intothe toilet etc... these kind of questions work well and also create fun in the class..
  • It can be a good idea to let them work out the grammar rule. Give them a series of sentences taken from the British National Corpus, say including structures like "We suggest he go" "they suggest he should go" and otherw with promise/ propose/ threaten/ advise/ intend etc. Give them around thirty or forty sentences. Get them, in groups, to write the grammar rules, then go over it with them and move onto production practice ( writing suggestions and advice in business letters for example).
  • Once I told them to write a letter to their best friend saying he or she was being cheated. Worked as a charm. All of them started to write pages and pages, and asking all they needed. hope works for you.

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