Lesson Plan 8, 18.

LESSON PLAN
NAME:Gheorghe Diana Elena

SCHOOL: Ion Iorgulescu , Mihaesti Structura Draghici
DATE: 7th February
CLASS: 8th
STUDENTS:
TIMING: 50’
TEXTBOOK: High Flyer
UNIT: Just the Job
LESSON: Grammar: Conditionals ( first and second)
TYPE OF LESSON: Introducing new material
SKILLS: Speaking, Reading, Writing, Listening
INTERACTION: Teacher-student, student-teacher, student-student
AIDS: textbook, board, notebooks, video projector, worksheets
TEACHING TECHNIQUES: conversation, explanation, example, brainstorming
POSSIBLE PROBLEM: Students may have difficulties in communication.
LESSON AIMS: 1. – to introduce the form of first and second Conditional structures
2. – to present and practice the use of this conditionals
3. – to allow students to develop their speaking and writing skills
OBJECTIVES: 1. Students will get a better awareness of how to use Conditionals.
2. Students will have developed their language skills-particularly
listening and writing.
EVALUATION: - continuous –through observation and analysis of answers
STAGES:
ACTIVITY 1: Warm up
Aims: - to encourage students’ involvement
Procedure:
Teacher’s activity: Teacher greets students and asks them questions about their mood to encourage
speaking. The students answer the teacher’s questions. The student on duty tells the absents, the
teacher writes the absents in the Catalogue, then she checks homework and the students correct the
mistakes, if necessary.
Interaction: T-Ss, Ss-T, whole class
Timing: 3’
ACTIVITY 2: Lead-in
Aims: - to introduce students into the new topic
Procedure:
Teacher’s activity: T tells the students that they are going to watch a movie and they will have to
discuss about it. The teacher writes on the board the title of the lesson.
Students’ activity: The students named by the teacher answer her questions, then the students write
the title in their notebooks.
Interaction: T-Ss, Ss-T, whole class
Timing: 6’
ACTIVITY 3:
Aims: - to present students the form of the first conditional
Procedure:
Teacher’s activity: The teacher asks the students to pay attention, she tells the students that this was
a first conditional sentence and ask them how it is formed by putting prompts on the board and
elicits the form.
T writes down the structures of the conditional, she discusses with them the differences in use
between the structures, gives the necessary notes.
Students’ activity: Students work in pairs and solve the exercise, matching the rules and writing the
information in their notebooks.
Interaction: T- Ss, Ss-T, PW, IW
Timing: 15’
ACTIVITY 4:
Aims: - to allow students to practice Conditionals
Procedure:
Teacher’s activity: T asks the Ss to match some superstitions with the correct endings.
T checks answers.
Students’ activity: Students work and write the correct form of the sentence.
Interaction: T-Ss, Ss-T, IW
Timing: 10’
ACTIVITY 5: Feedback
Aim: - to allow students to consolidate their knowledge related to Conditional structures
Procedure:
Teacher’s activity:
5.1 When all the pairs have finished re-organising the sentences, in order to do some feedback, T
writes them up on the board.
After that the teacher writes on the board the second conditional and how it is formed.
5.2 On the board, T writes four beginnings of 3rd conditional sentences and ask students
in pairs to discuss how they would finish the sentences.
T elicits endings from various students and write the best one for each sentence up on
the board. She reads out the sentences and asks students to repeat. T asks students to read the
sentences again and to try to remember them.
T wipes off the beginnings, leaving only the endings visible on the board, and asks the
students to tell their partner what the beginning of each sentence was. She monitors their
pronunciation.
The students are asked what the beginnings were and then T writes them up again on the
board.
Students’ activity: Students listen and work.
Interaction: T-Ss, Ss-T, IW
Timing: 10’
ACTIVITY 6: Assigning homework
Teacher’s activity: T writes on the board and ask her students to use arguments to support their
ideas.
Have you ever had to make a really big decision?
Can you imagine what would have happened if you hadn’t made that decision?
Teacher makes some appreciations concerning students’ involvement in the lesson. The students
listen to the teacher’s observations.
Interaction: T-Ss
Timing: 6’
WORKSHEET
Put the verbs into the correct tense:
1. What would you do if he …………… (leave) tomorrow ?
2. I will do it if he ……. (ask) me.
3. I wouldn’t have been so upset if Judy …………….(write) to me earlier.
4. Unless it ………………… (rain), we will go out.
5. Unless he (go) now, he will be late.
6. I would have come yesterday if I ………………(have) nothing to do.
7. I ………… (go) if I had known.
8. If I had known you were in hospital,………………. I (visit) you.
9. If you ………….. (feed) your hens properly, they would lay eggs for you.
10. If he ………… (be) late, we would go without him.
SAY THE TYPE OF CONDITIONAL:

IF I WERE YOU, I WOULD NOT GO THERE.
SHE WOULD HAVE GONE TO SCHOOL IF

SHE HAD NOT BEEN ILL.
WE WILL PLAY TENNIS IF YOU WANT.
MY PARENTS WOULD HAVE MET YOU IF

THEY HAD HAD VISITED YOUR TOWN.
UNLESS SAM DOES NOT EAT THE CAKE, I

WILL EAT IT.

Lesson Plan 8, 18.

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Lesson Plan 8, 18.

Uploaded by

Copyright:

Available Formats

LESSON PLAN

NAME:Gheorghe Diana Elena

1. What would you do if he …………… (leave) tomorrow ?

2. I will do it if he ……. (ask) me.

3. I wouldn’t have been so upset if Judy …………….(write) to me earlier.

4. Unless it ………………… (rain), we will go out.

5. Unless he (go) now, he will be late.

6. I would have come yesterday if I ………………(have) nothing to do.

7. I ………… (go) if I had known.

8. If I had known you were in hospital,………………. I (visit) you.

10. If he ………… (be) late, we would go without him.

SAY THE TYPE OF CONDITIONAL:

SHE WOULD HAVE GONE TO SCHOOL IF

WE WILL PLAY TENNIS IF YOU WANT.

MY PARENTS WOULD HAVE MET YOU IF

UNLESS SAM DOES NOT EAT THE CAKE, I

You might also like