Professional Documents
Culture Documents
Lesson Plan 8, 18.
Lesson Plan 8, 18.
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:
9. If you ………….. (feed) your hens properly, they would lay eggs for you.