Nguyễn Thị Anh Thơ

48.08.701.097

Task: Observe the teacher a grammatical structure and use a template to report her teaching. Then write comments on
her teaching.

OBJECTIVES: By the end of the lesson, students will be able to use second conditionsl sentence to talk about imagination.
STAGES AIMS PROCESS INTERACTION COMMENTS
PRESENTATION
Lead-in: T: I don’t want to be a from T to Ss -I used situations, to help SS
T introduces the topic of -help Ss to be man,I want to be a car. easily and clearly understand the
second conditional and interested in situation Ss: Which car ? meaning of the structure
provide the context through a and focus on the new T: Good question. Look
situation lesson. at me! What car do you
think I am? -My situation made Ss very excited
T uses questioning Ss: (list the names of car about.
techniques to elicit responses -encourage Ss to brands)
from the students participate actively in
the discussion T and Ss discuss -I should give several different
examples help Ss to build up a
clear idea of what the structure
means and how it is used
Model sentence
T gives model sentence to Ss
“If Martin were a car, he - T asks Ss to copy from T to Ss
would be …. model sentence on the - Ss copied model sentence on the
T explains the grammatical -show meaning board board
structure of second through situation
conditionals, emphasizing the -By writing the structure clearly on
use of “if” followed by the the board. Say the words as I write
past tense, “would” to them, and I underlined the “fixed”
express hypothetical part of the structure. This has the
situations in the present advantage of involving the class

-Ss are prompted to
complete sentences on their
paper
Concept check
T engages Ss by asking
questions and eliciting
responses to check
understanding
and focusing SS’s attention on the
from T to Ss structure
Get Ss to “dictate”
the structure and
write it
Help Ss focus on the -T: Am I a car?
structure Ss: No
T: in this sentence it’s a
real or imagination
Ss: imagination
T: What time am I
speaking about the past from Ss to Ss
or something now?
SS: now
T: that’s right. Now students could understand the
T: What’s the grammar structure because students could
of this sentence we have answer my questions correctly
T: does anyone know the
name of this grammar?
Ss: second conditional
T: This kind of sentence
has special name →It was great when I presented
“Second Conditional “ grammar inductively because students
T: when we use this understood the structure.
grammar are we
check SS’s speaking about the past
understanding or now?
SS: Now
T: and is it for real or
imaginary?
Ss: Imaginary from T to Ss
 T: So this is what its for:
imaginary present
Highlight structure  Ss notice the
form clearly

- I summarized the structure on the

Summary board board, but you didn’t show negative
T writes the name and form of structure.
the forms, usage on the
help Ss review board -if I used different colored chalk
meaning and form (red, yellow and green stand out
The second conditional most clearly), I could make the
If + past, would + inf. structure clearer

Usage: imaginary -I thought it was wonderful if I used

present variety examples (subjects,
adjectives, contexts).

I. PRACTICE
STRUCTURES:
Controlled practice T asks Ss to write a short from Ss to Ss -It was interesting when I used
help Ss use the new answer (only 1 word) on mechanical practice asked
T gives Ss meaningful structure accurately their paper (only the students to answer 5 questions 1
practice and fluently name of car, animal, word on their paper
weather, food, clothes)
T asks Ss 5 questions
first
1.If you were a car, what
car would you be ?
 2. If you were an animal,
which animal would you
be?
3.If you were a kind of
weather, what weather
would you be?
Help Ss to use their 4.If you were a kind of Students participated in the
creativity and food, what food would from Ss to Ss activity actively and completed
language skills to you be? the task correctly
respond to prompts 5.If you were a kind of
such as imagining clothes, what clothes -I drew simple picture(clouds) on
themselves as would you be? the board when I asked questions
animals, weather, Then, T write 5 words on about weather. This helped to
food, clothes. the board increase the interest of a lesson, and
was a good way of showing
Fully understanding 1.car meaning and conveying situations
structurally and 2.animal to the class
semantically 3.weather
4.food - I drew quickly o as to keep the
5.clothes interest of the class, also helped me
talk as I drew, in this way the class
-T invites a student in would be more involved, and will
front of the class to understand the picture on the board
answer these questions both from seeing it and from
as an example for whole listening to me .
class

II. PRODUCTION

Free practice -T asks Ss to stand up -I thought that it was good when

(communicative and speak to classmates, I gave chances to students can
drills) asking hypothetical talk as much as possible.
 “The perfect person
“ an animal, what animal
The teacher facilitates a
production activity, Ss
interact with each other to
practice using second
conditional in a
communicative context.
Written practice
questions” If you were - I encouraged students to
express themselves freely and
would you be? engage in meaningful
from Ss to Ss conversations. It allows them
-All Ss discuss each to explore their preferences
other in 10 minutes.
and practice communication
Helps Ss interact with
skills.
each other to find - T monitors the
their “perfect person” interactions, providing
based on their support and correction as
responses to needed
hypothetical
scenarios. - T ask Ss:” Can you find
your perfect person? “
-The teacher asks
students to tell their
classmates about
"perfect person". from T to Ss
-T writes a wrong
sentence on the board
and asks Ss to correct
Helps SS to have
time to pause, think,
and consciously
construct.
 Helps Ss to reinforce
further oral free
practice

LESSON PLAN