MariskaLouw The second conditional
 

The second conditional

Student will learn the meaning, form, pronunciation and structure of the second conditional. (Intermediate)

레슨 상세 내용

The lesson starts off with a warmer. Teacher shows student a picture of a money tree. Asks student to think about what they would need to do in order to look after such a tree. What do you think the seed would look like? Would it be a stone or small seed? Where would you plant the tree? Would you need to hide it from others? Would it need lots of sunlight or shade? Would you have to mix something special into the soil for it to grow? Would you have to water it every day? Student might battle to come up with ideas. As a solution teacher models the language and gives her ideas, e.g.: “If I had a money tree, I would plant it somewhere secret. I would feed it coins and talk to it every day.” Student listen to teacher while they think of their own ideas. Student share their own ideas with teacher. This will establish a communicative classroom. This activity is embedded teaching of grammar that require student to think creatively and talk in the grammar point.

Introduction: Teacher then elicits third person feedback from students. Finding out if the student can recall teacher’s ideas. The introduction gets students thinking and talking on topic. They will be using the second conditional without even realising it. This way they make a personalised connection with the grammar point. Teacher then writes If I had a money tree, I would plant it somewhere secret on the board. What is it about this sentence that lets you know it is an impossible idea? Elicit a response from student. We use second conditional to talk about impossible or improbable situations, a situation that is imaginary. Teacher explains form. The first clause; If I had a money tree. Is the ‘If’ clause or conditional clause. Indicating that if the situation happened the second sentence, the second clause, will happen. The second clause, or the main clause is what happens in the situation of the first clause coming true. So, the form would be If + subject + verb in past simple followed by a comma, + subject + would/wouldn’t + infinitive (withoutto’.)  Student might not understand this point clearly. That is why they will practice it to experience the point as opposed to trying to understand what is written on the board this will follow in the practice exercises.

 

The Presentation: Teacher has the lyrics (1 minute 58 minutes segment) up on the screen. Teacher plays them the song. Once the time has elapsed teacher stops the song. The entire song of 4 minutes 23 seconds might be too long for student to keep following the lyrics and stay interested. This is a listening activity combined with the visual aspect of following the lyrics on screen. After the song, teacher reinforces the grammar point. If I had a million Dollars, I would buy you a house. This is second conditional. Why? Elicit answer from student.

Practice: Teacher asks student to call up the assigned worksheet. Student are told to fill in the blank spaces with the correct verb. Match the second clause with the first clause and write down four things they would do if they had a million Dollars. Teacher reminds student that they should use would and could to show an unreal situation in the present. Teacher also points out that in the song I’d is used as a contraction of I would. Teacher points out to student that contractions makes spoken English sound more natural. This exercise will give the student the opportunity to practice form. Listening skills are tested and they are allowed to think freely and practice the second conditional using their imagination with the last activity on the worksheet (what would you do with a Million Dollars?) Teacher writes four sentences from the song out in phonemic script. Goes over the pronunciation of the words and indicates stressed words like house and silent forms like a.

Production:  Teacher sends student a copy of the worksheet that teacher already completed. Teacher asks student for feedback; student then shares teacher’s answers. The student is asked what was written down in section C. They are asked to share and then give advice on that teacher’s idea. E.g. “I have under C; If I had a million Dollars, I would buy a Playstation 5. The student reading could offer; If I were you, I would buy an X-box 2 instead. Teacher then points out to student that this is also second conditional. Not because buying a game console is an impossible situation. But because I can never be you and you can never be me. That makes the situation impossible. We use second conditional when giving advice. If students struggle with this, they will have an opportunity to practice more in the second production stage.

Production stage 2: Teacher asks student how they can use money to make the world a better place. Mention superheroes like Batman and Ironman who doesn’t have any real ‘superpower’ except being exceptionally wealthy. Teacher asks student to think about what they would do if they were excessively rich, to make the world better for other people or animals or the environment. Teacher shares some of her ideas with student. Teacher writes a few of her and the student’s ideas down. Student and teacher then take turns expressing further opinions, based on the ideas written down. Here student can give advice in the second conditional. Student’s ideas should be based on whether the idea is doable or achievable (provided that the money exists.) The student then vote for the best idea.

Finally, the cooler/review: Teacher asks student what language points were covered today. What are some of the interesting points you picked up on today? Teacher explains that second conditional allows us to dream of the impossible. Gives us the means to communicate our improbable or impossible ideas. Teacher establishes that student understood the grammar point. Teacher asks if student found the lesson dif

ficult. If they had fun. Ask them if there is anything, they are still unsure of. Teacher mentions that the second conditional can also be used to make a question sound more polite. E.g.; Will it be alright if I use your pen? (a direct question) Would it be alright if I used your pen? (using second conditional the question sounds more polite.) They might not grasp the concept immediately. Teacher allows two minutes of practice. Asking student to come up with polite questions.

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