Lesson Plan

TP Number: 7 Name: Olha Bohdan -Panchenko Level: Pre Intermediate Date: 1.04.2023

Class Profile (Mention the number of learners, gender, age, educational background, reasons for learning English, preferences, who is weak, dominant etc.)

There are 6 Ukrainian students in the group; all female. They are all eager to study English as most students need English for their current/future
jobs.Olga lives currently in the UK and she wants to be able to communicate with foreigners. She wants to improve her vocabulary through
songs. Asya is the strongest student. She has a vast knowledge of vocabulary for her level. Inna is a shy and weak student, currently she is in the
Netherlands so she needs English for communication with foreigners.

Main Aim (What do you want to achieve in your lesson? Write as ‘to’ statements and contextualise.) Subsidiary Aim (What will you focus on in achieving your main aim?

Main:By the end of the lesson Ss will have been better able to use iF sentences (2nd condition) in the context of
imaginary situations connected with animals
Sub.:By the end of the lesson Ss will have improve speaking skills for fluency using 2nd conditional sentences
discussing situations

Rationale (Why have you planned the lesson as you have? Include assumptions – What do you assume the learners are familiar with or are prepared to do? )

SS are familiar with First Conditional

Anticipated Problems & Solutions in the classroom (NOT LANGUAGE BASED)

Problems Solutions
P: Time is running over by the time I get to the freer practice S: Do this in open class
P: Finish FB early. S: Review the TL and ask if Ss have any questions/ play a short ‘‘if-time’
game.
Personal Aims (Use your feedback – choose 3/4 areas of development.)

Work in my instructions

MFP clarification

Review timing

Giving feedback

Materials Used (Full details)

Latham-Koenig, Ch.,
Oxenden, Clive. English
File Pre-intermediate
4th Edition.OUP
p.71 unit 9 B ex 4-5

Stage Procedure Materials Interaction Time Assessment

Stage descriptor and aim What will you do exactly? I should be able to teach from your plan. Label HO1, HO2 etc. T-S T-Ss Estimate How will you
how long assess success?
(Use the Lesson Shapes) S-T Ss-T you will
S-S Ss-Ss S spend here.

Lead-in T Shows a pictures with animals and asks Slide1-2 T-Ss 2min
questions (slide 1) SS-

T reads the sentences from the slide and gives his

answer.
SS should agree or disagree.
 Highlighting
To clarify meaning, form and
pronunciation of the TL.
Controlled practice of
using the TL and
Focus on the meaning:
CCQs:
Am I in the sea now?(No)
Is this situation about present past or future?
Is this real or imagined future situation?
( imagined future)
Focus on the form:
If + subject +verb (past) / subj + would + inf T-Ss
(Slides -2-3-4) Ss-T 4 min
Focus on the pronunciation:
Solo
Drill and highlight features of pronunciation.
If I were in the SEA and saw a SHARK
I would SWIM to the BEACH. (capital are stressed).
/if/ /wʊd / unstressed they have weak forms
Drill the following sentence
- chorally – students are unmuted then
- Individually (by nominating individual students)
Then focus on the exercises 9A p.143 (a) T-Ss
Slide 5-6 6 min
Ss
 SS have to match the sentences with halves T-Ss
encourage accurate
usage Sts do them in pairs.
Explain to Ss that they have 1 mins to read it and think about
possible answers to the questions.
They will then go into BOR
for 3 mins and decide the answers.
ICQS
What should you do for the first min?
(read/think)
Who should speak in the BOR? (partner)
Does everybody have to take notes? (Yes)
How long do you have in there? (3 mins)

While Ss are on task, set up 3 BORs. After 1 min send Ss to

BOR for 3 mins.

Monitor all rooms to check if on task then pop in and out

Feedback:
Check answers, getting Sts to read the full sentences.
Slide 6
Pairwork in BRs –WB ex.3 p.61
Ss need to fill in the gaps with the correct structure. Do the
first one together as an example.
Tell Ss they have 5 mins. Work in pairs again
ICQs
What do you need to put in the gap? (Correct
structure)
How long do you have? (4-5 mins)
.

After 5 minutes (or sooner if Ss have finished) tell Ss they

have 3 mins to check their answers.
 Open BOR and check all on task.

After 3 mins, close the rooms.

Check answers, getting Sts to read the full sentences.

Speaking
Freer practice
S.B Ex 5 p.7
The learners use the TL
productively and with a Put Sts into groups of two-three, and tell them to take turns
communicative end. to choose a question they want to ask their partners. They
should also answer that question themselves.
Encourage
T-Ss
They all need to take notes.
Monitor and help Sts, correcting any misuse of tenses in Slide 7 SS-SS 8 min

the second conditional.

Open-class feedback: Get some feedback from the class,
asking if anyone found their partners’ answers surprising /
funny, etc.
Nominate individual learners for them to report their
findings about the other partner.
summary (Slides 8 9 10 -extra exercises)
Grammar and Functions Analysis

What are you teaching? (State the term) Second conditionals

 Context (Used to convey the meaning/ use) We use if + past to talk about an imaginary or hypothetical future situation and would / wouldn't + infinitive to
talk about the consequence.

Marker sentence(s) (That you will use in the lesson) .If I were in the sea and saw a shark I would swim to the beach

Meaning (Brief description of the concept/usage) It means that if the speaker sees a shark while he is in the sea, he will try to swim to the beach to stay
safe. But its imagined future situation
The second conditional is used to imagine present or future situations that are impossible or unlikely in
reality.

Concept checking Am I in the sea now?(No)

(Record how will you check understanding of the
meaning(s) / use(s)) Is this situation about present past or future?
CCQS, timelines Is this real or imagined future situation? ( imagined future)
clines etc.)

Form

(Analysis as on the board/screen. Use correct terms)

If + subject +verb (past) / subj + would + inf

Mention register if relevant.

Phonology ɪf aɪ wɜːr ɪn ðə siː ænd sɔː ə ‘ʃɑːk aɪ wəd swɪm tuː ðə ‘ʃɔː
(Show features such as stress, intonation,
contractions and weak forms. Use the phonemic
script.) /if/ /wʊd / unstressed they have weak forms
 Anticipated Problems and Solutions

Meaning SS may think the situation happened in the Clarify the meaning and the form of Conditional and check SS understanding with
past CCQs

Form Students may ask why do we use Solution: To explain that use to be (past simple) with all the
were after person -I persons
I were
he were
she were
we were

Phonology Ss might stress on the weak form of Solution:Drill the weak form /wəd/
the auxiliary verb. They might
say /wʊd/ instead of /wəd/

Lexis/Vocabulary Analysis

Word/phrase (with part of speech in Pronunciation (where is the stress? Which How will you contextualise/convey How will you check understanding? (eg.
brackets) & definition words/sounds will you highlight using meaning? (anecdote, visuals etc.) CCQs, asking for examples etc….)
phonemic script?)
What problems do you expect students to have with this lexis/vocabulary? What How will you solve these problems?
mistakes do you expect them to make?