Name of the Teacher Date Level of the class Length of lesson
22 August 2025 Intermediate (B1) 60 minutes
Lesson Type:
Grammar Lesson
Lesson Topic:
Second Conditional
Lesson Aims: Lesson Outcomes:
By the end of the lesson, students will be better able to… By the end of the lesson, students will have…
Understand the meaning, structure, and use of the second Demonstrated their understanding of the second conditional by
conditional. answering CCQs.
Form second conditional sentences accurately using the correct Practised forming correct second conditional sentences through a gap fill
structure. exercise.
Produce their own second conditional sentences to talk about Produced their own second conditional sentences to talk about imaginary
imaginary situations. situations in a speaking activity.
Example sentence:
1. If I were invisible, I would sneak into a concert.
2. I would sneak into a concert if I were invisible.
Anticipated difficulties: Suggested solutions:
Include one relating to L1/age/level of the students and one
1 Lesson Plan 150823
,for the target grammar (meaning, form, or pronunciation). 1. The teacher can remind students to think in English instead of translating from
their first language. Short, clear examples can be given to show the correct word
order and tense in English. The teacher can also model sentences and ask
1. Students may translate directly from their first language when speaking or students to repeat or copy them before trying to make their own. This will help
writing. This can cause problems with word order and verb tense. When students avoid mixing English with their first language when speaking or writing.
speaking, this may make their sentences sound unnatural or confusing.
When writing, it can lead to sentences that do not follow correct English
2. Adolescents at this age are naturally energetic and motivated by fun, relevant,
grammar rules.
and social activities. Make the lesson interactive and imaginative. For example,
use the superpowers theme with fun speaking tasks. Include pair or small group
2. Teenagers may find grammar lessons boring and lose focus during work, quick oral games, and visual aids (timelines, charts) to maintain focus and
explanations or practice. This can stop them from fully understanding the engagement. Keep teacher talk short and alternate explanations with hands-on
lesson. If the explanations are too abstract, students can become practice.
disengaged and less willing to participate.
3. The teacher can use timelines, simple diagrams, or situations from everyday life
3. At B1, students can handle basic grammar and some conditional to clearly show the difference between first and second conditional. For
structures, but the abstract idea of hypothetical situations is still example, the teacher can compare real possibilities with imaginary ones.
challenging. B1 learners may struggle to differentiate between first Controlled practice exercises can then guide students step by step before
conditional (real/future possibilities) and second conditional moving to freer practice. This will make the abstract idea easier to understand.
(unreal/hypothetical situations), confusing real and imaginary forms.
4. The teacher can break down the structure on the board and highlight the use of
4. Students may make mistakes with the structure of the second conditional. the past tense in the if-clause and “would” in the main clause. The teacher can
The form is confusing because it uses the past tense in the if-clause but drill the correct form several times and give students sentence frames to practise
talks about the future or imaginary situations in the main clause. Many with. Special attention can be given to “was/were” by reminding students of the
learners also use was instead of were. rule and correcting errors gently when they appear.
5. In speaking or pair activities, some students may dominate conversations 5. The teacher can set clear rules for pair and group work, such as taking turns to
while others stay silent, especially shy students or less confident learners. speak. Activities can be designed so that each student has a role or specific
This can reduce learning opportunities and participation. question to answer. The teacher can also monitor groups closely, encouraging
quieter students to share their ideas and making sure that no one dominates the
conversation.
Target language analysis:
2 Lesson Plan 150823
, Review Unit 7: Analysing Grammar if you need guidance with this section.
1. What is the use or function of the The second conditional is used to talk about hypothetical or imaginary situations in the present
grammar? (Include a timeline if or future.
appropriate) It describes situations that are unreal, impossible, or very unlikely. It allows speakers to imagine
what would happen if these situations were true, even though they are not real.
The second conditional focuses on dreams, wishes, or unlikely events. For example, the speaker
can imagine having a superpower even though it is impossible in real life.
2. In which context (theme) are you The grammar is introduced in the context of superpowers and imagination. Students can talk
introducing the grammar? about things they would do if they had special abilities.
For example: In the context of sports. This theme is perfect for teenagers. It is fun, imaginative, and it naturally produces lots of
second conditional sentences.
For example: “If I were invisible, I would sneak into a concert.”
3. Which concept checking questions Example Sentence: “If I were invisible, I would sneak into a concert.”
3 Lesson Plan 150823
22 August 2025 Intermediate (B1) 60 minutes
Lesson Type:
Grammar Lesson
Lesson Topic:
Second Conditional
Lesson Aims: Lesson Outcomes:
By the end of the lesson, students will be better able to… By the end of the lesson, students will have…
Understand the meaning, structure, and use of the second Demonstrated their understanding of the second conditional by
conditional. answering CCQs.
Form second conditional sentences accurately using the correct Practised forming correct second conditional sentences through a gap fill
structure. exercise.
Produce their own second conditional sentences to talk about Produced their own second conditional sentences to talk about imaginary
imaginary situations. situations in a speaking activity.
Example sentence:
1. If I were invisible, I would sneak into a concert.
2. I would sneak into a concert if I were invisible.
Anticipated difficulties: Suggested solutions:
Include one relating to L1/age/level of the students and one
1 Lesson Plan 150823
,for the target grammar (meaning, form, or pronunciation). 1. The teacher can remind students to think in English instead of translating from
their first language. Short, clear examples can be given to show the correct word
order and tense in English. The teacher can also model sentences and ask
1. Students may translate directly from their first language when speaking or students to repeat or copy them before trying to make their own. This will help
writing. This can cause problems with word order and verb tense. When students avoid mixing English with their first language when speaking or writing.
speaking, this may make their sentences sound unnatural or confusing.
When writing, it can lead to sentences that do not follow correct English
2. Adolescents at this age are naturally energetic and motivated by fun, relevant,
grammar rules.
and social activities. Make the lesson interactive and imaginative. For example,
use the superpowers theme with fun speaking tasks. Include pair or small group
2. Teenagers may find grammar lessons boring and lose focus during work, quick oral games, and visual aids (timelines, charts) to maintain focus and
explanations or practice. This can stop them from fully understanding the engagement. Keep teacher talk short and alternate explanations with hands-on
lesson. If the explanations are too abstract, students can become practice.
disengaged and less willing to participate.
3. The teacher can use timelines, simple diagrams, or situations from everyday life
3. At B1, students can handle basic grammar and some conditional to clearly show the difference between first and second conditional. For
structures, but the abstract idea of hypothetical situations is still example, the teacher can compare real possibilities with imaginary ones.
challenging. B1 learners may struggle to differentiate between first Controlled practice exercises can then guide students step by step before
conditional (real/future possibilities) and second conditional moving to freer practice. This will make the abstract idea easier to understand.
(unreal/hypothetical situations), confusing real and imaginary forms.
4. The teacher can break down the structure on the board and highlight the use of
4. Students may make mistakes with the structure of the second conditional. the past tense in the if-clause and “would” in the main clause. The teacher can
The form is confusing because it uses the past tense in the if-clause but drill the correct form several times and give students sentence frames to practise
talks about the future or imaginary situations in the main clause. Many with. Special attention can be given to “was/were” by reminding students of the
learners also use was instead of were. rule and correcting errors gently when they appear.
5. In speaking or pair activities, some students may dominate conversations 5. The teacher can set clear rules for pair and group work, such as taking turns to
while others stay silent, especially shy students or less confident learners. speak. Activities can be designed so that each student has a role or specific
This can reduce learning opportunities and participation. question to answer. The teacher can also monitor groups closely, encouraging
quieter students to share their ideas and making sure that no one dominates the
conversation.
Target language analysis:
2 Lesson Plan 150823
, Review Unit 7: Analysing Grammar if you need guidance with this section.
1. What is the use or function of the The second conditional is used to talk about hypothetical or imaginary situations in the present
grammar? (Include a timeline if or future.
appropriate) It describes situations that are unreal, impossible, or very unlikely. It allows speakers to imagine
what would happen if these situations were true, even though they are not real.
The second conditional focuses on dreams, wishes, or unlikely events. For example, the speaker
can imagine having a superpower even though it is impossible in real life.
2. In which context (theme) are you The grammar is introduced in the context of superpowers and imagination. Students can talk
introducing the grammar? about things they would do if they had special abilities.
For example: In the context of sports. This theme is perfect for teenagers. It is fun, imaginative, and it naturally produces lots of
second conditional sentences.
For example: “If I were invisible, I would sneak into a concert.”
3. Which concept checking questions Example Sentence: “If I were invisible, I would sneak into a concert.”
3 Lesson Plan 150823
