LESSON PLAN FORMAT 1

Name: Diana Massengale # of Days class meets per week: 2

Level: Higher Intermediate # minutes in the lesson: 15
Source: Ur (3.4 Justifying Actions, p.54-55) http://www.ef.edu/english-resources/english-
grammar/conditional/ (for grammar resources and background information)
Check one: __X__ Close to original ____ Invented ____ Hybrid

Learning Objectives (Student Focused Goals); Students will be able to

*Explain their reasoning for certain hypothetical situations and scenarios
*Draw on their existing vocabulary knowledge in their responses
*Write and articulate their opinions and answers in the specific grammatical format presented
by the instructor

Personal Teaching Objectives [e.g., these are teaching matters you personally are working on and trying to
improve in your own teaching (e.g., giving directions, volume of voice, providing feedback to students, fielding
questions from the class, tailoring your vocabulary to the proficiency level of the class etc.]:

*Time management
*Dont rush speaking and instruction. Observe class and cater the workload to their personal
capabilities. Be patient if they dont understand initially.
*Allow the students to respond creatively and have fun with the activity.
*Basic public speaking skills

Language Focus [e.g., Vocab, Pronunciation, Grammar point]:

Grammar: (Conditionals, specifically Type 2 present conditional)
Vocabulary

Anticipated knowledge & problems (i.e. what will students have to know before this lesson and
what have they had trouble with?)

They will need some knowledge of Zero conditional and how to use might or could to talk
about potential situations and problems. They will also have to express their personality and
reactions through a foreign language and share it with another student. Type 2 conditional does
not necessarily require a specific sentence structure, and they may struggle with the leeway and
be confused with the sentence order.

Solutions:

Encourage them to be silly or creative with their responses. Give my own examples to the
prompts at the beginning of the activity to help them outline their own sentences. Write down
the basic key words and sentence layout for them to reference throughout the activity. Check up
on their partners to see if they understand the material and have basic comprehension of
conditionals.
Materials:
My notes regarding the conditionals (clauses and tenses), the white board and marker,
My own prompts

What did you change/adapt from source material (e.g. Ur, Klippel,)

I will use my own examples. The students will also share with a partner before the class
reconvenes. Students will share one conditional about their partner to the whole class.

Procedures Timing Interaction Purpose

Patterns

Overview of Type 2 03 min T>Ss Provides them with

Conditionals and how background knowledge of
they differ from the grammar being used in
others. lesson. Students will be able
to know when Type 2
Conditionals are appropriate
in language.

Write down prompt

Why would you?
with 4 unlikely actions
following. Have a student
read out the scenarios.
Give my own responses
and write down one
sentence as an example
format.
03 min Students will see when Type
2 conditionals are used in
T>Ss everyday conversation. My
examples show how
conditionals are relevant and
what kinds of questions can
be used to determine them.

Instruct them to write

their own responses to the
question on their own.
01 min Practical approach to the
instruction. Helps them
T> Ss practice writing and feel
more comfortable with the
grammar. Students can
practice the instruction
privately to see if they

The students will then 05 min
share with a partner their
justifications. Encourage
the students to ask why
and explain their
reasoning, especially if
the responses appear
outlandish.
Regroup as a class. Have
the students all share one 03 min
conditional about their
partner that they learned.
(Must adopt first person
to third). If time, have
them explain why (if they
know).
understand and what they
struggle with.
S>S Practice speaking and
reading aloud in language.
Helps generate conversation
outside of the material and
gets them talking about
themselves. Students can
hear other responses and
provide peer feedback on
both the responses and
grammatical content.
Requires them to recall past
S>Ss information they learned
through conversation.
Practice public speaking.
Provides instructor with
review of the lesson. Teacher
can listen and correct
mistakes if necessary and
review specific material if
necessary. However, the
point of the lesson is not
detailed correction but if
students understand as a
whole.