Teacher lesson planTeacher lesson plan
Conditionals: real and imaginary
Aims
- To give learners practice in reading for specific information.
- To develop fluency in discussing dilemmas and giving advice.
Lesson information
- Level
- B1
- Learners
- Adults, 14 students
- Duration
- 60 minutes
- Lesson type
- Grammar
- Environment
- Face-to-face
- Skills
- Reading, Speaking, Writing
- Topic
- Big decisions: work, money and life choices
- Language focus
- First conditional (If + present, will) for real/likely future vs second conditional (If + past, would) for imaginary/unlikely present and future; If I were you, I'd…
- Methodology
- Inductive (guided discovery)
Learning objectives
By the end of the lesson, students will be able to:
- 1Distinguish real or likely future situations from imaginary or unlikely situations in a conversation.
- 2Form first conditional sentences (If + present, will) and second conditional sentences (If + past, would).
- 3Pronounce the contractions 'll and 'd clearly in connected speech.
- 4Give advice with If I were you, I'd…
- 5Discuss real-life dilemmas, explaining what they would do and why.
Success criteria
- Students can say whether an if-sentence is about a real possibility or an imaginary situation and explain why (e.g. 'Karim hasn't got a job offer, so it's imaginary').
- Students can complete first and second conditional sentences with no will or would after if.
- Students can say I'll and I'd clearly enough for a partner to hear the difference.
- Students can say what they would do in at least three dilemmas, with a reason each time, and give advice with If I were you, I'd…
Target language
- Meaning
- A real possibility in the future. The speaker thinks the situation can really happen, and says what the result will be.
- Form
- If + present simple, will / won't + base verb
- will / won't + base verb + if + present simple (no comma)
- Question: What will you do if…?
- Pronunciation
- will is usually contracted: I'll /aɪl/, you'll /juːl/, it'll /ˈɪtl/. won't /wəʊnt/ is different from want /wɒnt/.
- Use
- Plans, decisions, warnings and promises about situations that are likely or possible.
- Examples
- If I take the job, I'll earn a lot more money.
- If they call tomorrow, I'll say yes.
- You won't get the job if you don't apply.
- Meaning
- An imaginary or unlikely situation, now or in the future. The past form does not mean past time — it shows that the situation is not real.
- Form
- If + past simple, would / wouldn't + base verb
- would / wouldn't + base verb + if + past simple
- Question: What would you do if…?
- Advice: If I were you, I'd + base verb
- Pronunciation
- would is usually contracted: I'd /aɪd/, we'd /wiːd/. The /d/ is short and easy to miss — say it clearly. wouldn't /ˈwʊdnt/.
- Use
- Dreams, imaginary situations, unlikely events and advice (If I were you…).
- Examples
- If I got an offer like that, I'd say yes immediately.
- If I had more time, I'd think about it for weeks.
- If I were you, I'd take it.
Materials
- A photo of a city or a suitcase to introduce 'moving for work'
- Student lesson handout or the conversation projected on the screen
- Board and markers (two colours for real and imaginary)
- Dilemma prompts (in the student lesson), cut up for groups if possible
Anticipated problems
- meaningProblemStudents think If I had more time… is about the past.SolutionAsk: 'Is Maria talking about last week?' (No — now.) 'Does she have more time?' (No.) Write 'past form ≠ past time' on the board.
- formProblemStudents say *If I will see him, I'll tell him or *If I would have money, I'd travel.SolutionPoint to the board rule 'no will / would after if' and use finger correction on the if-part. Exercise 2, item 3 has 'will study' as a wrong option.
- pronunciationProblemStudents drop 'll and 'd in speech (*If it rains, I stay at home).SolutionDrill with back-chaining and a 'Which do you hear — I'll or I'd?' minimal-pair task before controlled practice.
- meaningProblemStudents choose the 'wrong' conditional in the dilemmas when they really think the situation is likely.SolutionAccept both when the speaker's view justifies it, and ask 'Do you think this will really happen?' to show that the choice depends on how likely it is.
- taskProblemSome groups finish the dilemmas quickly with one-word answers.SolutionGive each group a 'Why? / What else?' card: they must give a reason and one more consequence for every answer.
Lesson procedure
60 / 60 min| Stage & aim | Time | Teacher | Students | Interaction |
|---|---|---|---|---|
Lead-in To engage students with the topic of big life decisions and activate their ideas. | 4′ | Show a photo of a suitcase and a city. Ask: 'Have you ever had to make a big decision about work? Would you move to another country for a job?' Students discuss in pairs for two minutes. Take brief feedback from 2–3 pairs without correcting language. Instructions: “Talk with your partner for two minutes. Would you move to another country for a job? Why or why not?” ICQs
Board: Write 'Big decisions' at the top of the board. | Discuss big decisions and moving for work with a partner; share one idea with the class. | Pairs, T-S |
Context: reading for specific information To give students a natural conversation containing both patterns before any focus on language. | 5′ | Pre-teach 'job offer', 'pay rise' and 'dilemma' with quick examples ('a dilemma = a difficult choice between two things, e.g. a great job far from your family'). Set the scene: 'Maria has a job offer in Dublin. She is talking to her friend Karim.' Students read and answer the true/false questions in three minutes, compare in pairs, then check as a class. Instructions: “Read the conversation. Are the sentences true or false? Work alone for three minutes, then check with your partner.” ICQs
| Read the conversation and answer four true/false questions; compare with a partner. ↳ Reading: true or false? | S, Pairs, T-S |
Noticing To draw students' attention to the sentences with if in the conversation. | 3′ | Students underline every sentence with if, then compare in pairs. Write four sentences on the board in two colours without labels: 'If I take it, I'll earn a lot more money.' 'If they call tomorrow, I'll say yes.' 'If I got an offer like that, I'd say yes immediately.' 'If I had more time, I'd think about it for weeks.' Instructions: “Find all the sentences with if. Underline them. Then compare with your partner.” ICQs
Board: Four if-sentences from the conversation in two colours (blue and red), with no key yet — the meaning of the colours is elicited in s4. | Find and underline the sentences with if, then compare with a partner. | S, Pairs |
Meaning discovery To help students work out that will-sentences describe real, possible situations and would-sentences describe imaginary or unlikely ones. | 8′ | Pairs answer discovery questions: 'Has Maria really got a job offer? Has Karim got one? Does Maria have a lot of time to decide? Are the red sentences about the past?' Conduct feedback and ask CCQs. Draw a likelihood line from 'very possible' to 'imaginary' and place the four sentences on it. Build the rule with the class and label the colours: blue = real / possible future, red = imaginary / unlikely now or future. Write 'past form ≠ past time'. Add 'If I were you, I'd take it' and ask 'Is Karim Maria? So is it real?' (No — imaginary; it's advice.) Instructions: “In pairs, look at the four sentences on the board and answer my four questions about them. Think: is it real or imaginary? Three minutes.” CCQs
ICQs
Board: Likelihood line: VERY POSSIBLE ———————— IMAGINARY. Blue: If + present, will = real / possible. Red: If + past, would = imaginary / unlikely. 'past form ≠ past time'. | Discuss the discovery questions in pairs, place sentences on the likelihood line and help build the rule. | Pairs, T-S |
Form To clarify the form of both patterns, including word order, commas and the 'no will / would after if' rule. | 4′ | Students cover the Form table. Elicit both patterns from the board sentences and build the table on the board. Show that the clauses can change order: comma when the if-clause comes first, no comma when if is in the middle. Write 'If + will ✗ / If + would ✗'. Highlight If I were you, I'd… as a fixed phrase for advice. Students uncover the table and check. Board: If + present, will / won't + verb | If + past, would / wouldn't + verb | We'll take the train if the car is broken. (no comma) | ✗ If I will… ✗ If I would… | Help build the form table on the board, then check it against the student lesson. | Individual, then T-S |
Pronunciation To help students say and hear the contractions 'll and 'd in natural speech. | 3′ | Model I'll /aɪl/ and I'd /aɪd/. Back-chain: 'say yes' → 'I'll say yes' → 'If they call, I'll say yes'; then 'I'd say yes' in the same way. Drill chorally and individually. Then say six sentences at natural speed; students hold up one finger for 'll and two fingers for 'd. Finger sentences: 1 If it rains, I'll stay at home. (1) 2 If I won the lottery, I'd buy a boat. (2) 3 I'll help you if I finish early. (1) 4 If I were you, I'd apply. (2) 5 If she calls, I'll tell her. (1) 6 I'd travel more if I had the money. (2) Board: I'll = /aɪl/ • I'd = /aɪd/ • won't = /wəʊnt/ • wouldn't = /ˈwʊdnt/ | Repeat the sentences chorally and individually; show which contraction they hear. | T-S, Whole class |
Controlled practice: real or imaginary? To check that students can recognise real and imaginary meaning and choose the correct pattern. | 6′ | Students decide if the sentences in Exercise 1 are real or imaginary, then do Exercise 2 (choose the correct option). They work alone, then compare in pairs. Check as a class and ask 'How likely is it?' for each item. Instructions: “Exercise 1: is each sentence real or imaginary? Then do Exercise 2. Work alone, then compare with your partner.” ICQs
| Sort six sentences into real or imaginary, then choose the correct option in six sentences; compare with a partner. ↳ Exercise 1: Real or imaginary? | S, Pairs, T-S |
Controlled practice: gap-fill To give accurate written practice in forming first and second conditional sentences, including negatives and questions. | 6′ | Students complete Exercise 3 alone, then check in pairs. Monitor and note any 'If + will / would' errors. Check answers as a class; for each item, students say whether the situation is real or imaginary and read the sentence with natural contractions. Instructions: “Exercise 3: complete the sentences with the verb in brackets. Think: is it real or imaginary? Work alone, then check with a partner.” ICQs
| Complete eight sentences with the correct form of the verbs, check with a partner and read them aloud with contractions. ↳ Exercise 3: Decisions, decisions | S, Pairs, T-S |
Personalisation: sentence completion To let students use both patterns to talk about their own lives and plans, and prepare ideas for speaking. | 4′ | Model two of your own sentences ('If I have time this weekend, I'll go hiking. If I were the manager of this school, I'd…'). Students complete the sentences in Exercise 4 about their own lives. Monitor and help. | Complete five sentences about their own plans and imaginary situations. ↳ Exercise 4: About you | Individual |
Freer practice: speaking (dilemmas) To use both patterns fluently in a real discussion about work and life dilemmas, giving reasons and consequences. | 11′ | Board useful frames first: 'I think I'd…, because…', 'If that happened to me, I'd probably…', 'What would you do?', 'If I were you, I'd…' (for advice). Put students into four groups (two groups of 4 and two groups of 3). Model the first dilemma with one group: 'What would you do if you found a wallet with €500 in it?' 'I'd take it to the police, because…'. Groups discuss the dilemmas; each person must give a reason. In the last three minutes, groups discuss the two real questions about their plans with will. Monitor, note good language and errors. Instructions: “In your group, read one dilemma. Ask: What would you do? Everyone answers and gives a reason. Then go to the next one. Discuss at least three dilemmas. At the end, talk about the two real questions.” ICQs
| Discuss what they would do in each dilemma, give reasons and consequences, agree or disagree with group members, then talk about their real plans. Outcome: each group agrees on advice for at least three dilemmas and chooses the most difficult one to report to the class; group members explain their choices to their partners. ↳ Speaking: What would you do? | Groups |
Feedback and error correction To respond to the content of the discussion and correct common errors from the speaking. | 4′ | Ask each group to share the most difficult dilemma and the group's decision. Write 4 sentences you heard on the board — some correct, some with errors. Pairs decide which are correct and fix the others. Praise good reasons and natural contractions. Finish with the exit task: one real sentence with will and one imaginary sentence with would. Board: 4 anonymous sentences from the discussion, e.g. *If I would find a wallet, I'd keep it. *If I will move abroad, I'll miss my family. *If I had more time, I learn Chinese. ✓ I wouldn't lend him the money if I didn't trust him. | Share group decisions; correct the sentences on the board in pairs. | T-S, Pairs |
Homework To consolidate the language in a short piece of personal writing. | 2′ | Set the homework and show the success criteria: 100–120 words, at least two sentences with will and two with would. | Note the homework task. | T-S |
Support & challenge
Support
For learners who need more help
- Give weaker students a small card with the likelihood line (very possible → imaginary) and the two patterns to use during Exercises 1–3.
- In Exercise 4, weaker students complete the first two sentences (real plans) and one imaginary sentence of their choice.
- Give weaker groups a frame card for the dilemmas: 'If that happened to me, I'd … because …' / 'I wouldn't … because …' / 'What would you do?'
Challenge
For stronger learners and fast finishers
- Fast finishers in Exercise 3 write two more sentences about Maria: one real and one imaginary.
- In the dilemmas, stronger students add a second consequence: 'If I kept the money, I'd feel guilty, and I wouldn't enjoy spending it.'
- Groups that finish early write one new dilemma for another group to discuss.
Checking learning
- Final concept check: 'If I had more time, I'd learn Chinese.' Do I have more time? (No.) Am I talking about the past? (No — about now.)
- Listening check: say these four sentences at natural speed; students show one finger for 'll and two fingers for 'd. 1 If the bus is late, I'll walk. (1) 2 If I had a car, I'd drive you. (2) 3 We'll see the doctor if it gets worse. (1) 4 If I lived nearer, I'd cycle to work. (2)
- Exit task: each student writes one sentence about a real plan for next weekend (If …, I'll …) and one about an imaginary situation (If I …, I'd …).
Homework
Write a reply (100–120 words) to a friend who has a difficult decision to make.
Your friend has a job offer in another city. Write a message: say what will happen if they take the job and if they don't (will), and what you would do in their situation (If I were you, I'd…). Use at least two sentences with will and two with would.
Teacher notes
- Online adaptation: run Exercise 1 as a poll, the noticing task in the chat ('Type one sentence with if'), and the dilemmas in breakout rooms of 3 for 8 minutes.
- If students ask about If I was vs If I were: both are used, but If I were you is the fixed phrase for advice. Keep the focus on meaning.
- Students may use could or might instead of would/will (If I won, I could stop working). Accept these and say you will look at them later.
- Avoid the third conditional in this lesson. If it comes up, write it on a 'later' corner of the board.