Teaching first and second conditionals through comprehensible input in secondary school (based on Stephen Krashen's Input Hypothesis)

Abstract

The publication presents a methodological lesson scenario for teaching English grammar to 10th-grade secondary school students based on Stephen Krashen's Input Hypothesis. The proposed lesson focuses on developing learners' understanding and practical use of the First and Second Conditional structures through comprehensible input and low-anxiety learning environments. The lesson integrates several stages: emotional warm-up activities to lower the affective filter; meaning-focused listening tasks; guided noticing of target structures; explicit clarification of grammatical patterns; and communicative pair work to promote spontaneous language production. The tasks provide students with opportunities to perceive grammatical structures in meaningful contexts, compare real and hypothetical situations, and incorporate conditionals into speaking activities. Special emphasis is placed on the transition from implicit acquisition to explicit knowledge through guided discovery and structured exercises. The communicative output stage encourages learners to produce their own sentences and engage in creative and situational discussion, fostering both fluency and grammatical accuracy. The proposed methodology is expected to support more natural acquisition of grammar through comprehensible input, while interactive tasks are designed to enhance students' motivation, creativity, and confidence in communication. The structure of the lesson integrates cognitive, communicative, and social competencies, making it a methodologically suitable model for contemporary secondary school environments.