Conditionals and Reported Speech - The Second Conditional
The second conditional is used when speaking about dreams, fantasies and hypothetical situations. This video is specifically aimed at teaching the second conditional in an ESL setting.
Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific areas of English language teaching. This convenient, highly structured design means that you can quickly get to grips with each section before moving onto the next.
In Unit 7, I learned how to create a lesson when introducing new vocabulary words, and new grammatical structure.
For example regarding food, if I had a lesson on food, I would begin one day with new vocabular.
I would show images of different kind of fruits, which one is your favorite fruit, I would as.
Then, I would pull out a piece of lemon and suck on it, make a funny face, puckering my lip.
Wow, lemons are sour! I will then ask the students to describe fruits or vegetables in their country that taste sou.
Then I will show students a picture of ripe banana.
Are these bananas ripe? I will ask what do you think the banana taste like when it it looks ripe? I will ask students to talk about which fruit in their country taste delicious and sweet when it is ripe? During the study stage, I will have students read a worksheet with the new vocabular.
We will go over the words and then have each student individually work on a word match gam.
The activate stage the students will separate into pairs, students will role play, one will be the owner of a fruit stand who is trying to sell everything before the day end.
The student must try and sell to the other.
The fruit stand can have exotic fruit salads, with spicy hot sauce or sour lemon squeezed on top of pieces of ripe mang.
This lesson helped me create a coherent lesson pla.
I enjoyed this lesson, and everything I learned in i.
The next lesson I will introduce new grammar for cookin.
We will learn how to use the imperative tense, command.
I learned you have to be consistent with what you are teaching, you cannot bring in so many concepts at once and the instructions must be clea.
This is constantly emphasized through out the cours.
I see how I can apply ESA in a realistic classroom situatio.
I liked the Patchwork option for my intermediate students, who may need more than a straight arrow approac.
It gives the students more talk and activity tim.
They can discover how to use the new grammar by sharing their recipes with their classmate.
This was a useful unit because it reinforces what was taught in Unit
3.
For example regarding food, if I had a lesson on food, I would begin one day with new vocabular.
I would show images of different kind of fruits, which one is your favorite fruit, I would as.
Then, I would pull out a piece of lemon and suck on it, make a funny face, puckering my lip.
Wow, lemons are sour! I will then ask the students to describe fruits or vegetables in their country that taste sou.
Then I will show students a picture of ripe banana.
Are these bananas ripe? I will ask what do you think the banana taste like when it it looks ripe? I will ask students to talk about which fruit in their country taste delicious and sweet when it is ripe? During the study stage, I will have students read a worksheet with the new vocabular.
We will go over the words and then have each student individually work on a word match gam.
The activate stage the students will separate into pairs, students will role play, one will be the owner of a fruit stand who is trying to sell everything before the day end.
The student must try and sell to the other.
The fruit stand can have exotic fruit salads, with spicy hot sauce or sour lemon squeezed on top of pieces of ripe mang.
This lesson helped me create a coherent lesson pla.
I enjoyed this lesson, and everything I learned in i.
The next lesson I will introduce new grammar for cookin.
We will learn how to use the imperative tense, command.
I learned you have to be consistent with what you are teaching, you cannot bring in so many concepts at once and the instructions must be clea.
This is constantly emphasized through out the cours.
I see how I can apply ESA in a realistic classroom situatio.
I liked the Patchwork option for my intermediate students, who may need more than a straight arrow approac.
It gives the students more talk and activity tim.
They can discover how to use the new grammar by sharing their recipes with their classmate.
This was a useful unit because it reinforces what was taught in Unit
3.
