LESSON PLAN 1 – Allison Herries
Class level
Classroom
Upper
1
Progress expectation
The students should be able to use the second conditional tense to form
questions and phrases. The student should know that the If clause is
formed using the past tense of verbs. Also, the student should have an
understanding of the first conditional versus the second conditional and
when use of the second conditional is appropriate.
Second conditional tense.
Using the second conditional tense to describe hypothetical or unreal
situations.
Prepare the students to use the second conditional in order to form and
answer questions about hypothetical situations.
The student will be able to recognize questions in the second conditional
tense as being unreal or imaginary situations. The students will also be
able to form sentences in the second conditional using the if-clause and
main clause. Students will know that verbs used as part of the if-clause will
be in past simple tense as well as the use of were instead of was.
The students are all intermediate or higher and I assume that they have all
at least been exposed to the second conditional tense in common English
phrases even if they have not yet learned what it is or what it is used for. I
assume that many of them have already heard the question “What would
you do if you had a million dollar?”
Worksheet with a second conditional practice activity. The worksheet
contains half-finished sentences. The students need to form questions and
then answer those questions with their partners.
Each student will read a completed question from their worksheet and the
corresponding answer in order to demonstrate that they can properly form
the second conditional tense.
Use this section to write up coherent comments about how your lesson
went.
Subject
Topic
Aim
Objective
Knowledge assumed
Material & equipment
Learning assessment
Post lesson notes
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Lesson date
Lesson duration
1/8/14
30 minutes
Did the lesson go to plan?
Overall yes but I did have some time management problems. The
final worksheet required more than 10 minutes. The instructions
alone required a little more time and I could have simplified my
explanation to better ensure that everyone understood. In the end I
gave the remaining questions to the students as homework.
Did you need to modify, adapt or bin the plan?
I went according to plan but not according to the timetable of the
plan. Explanation and execution of the worksheet required more
time.
Was your plan at the right level for your students?
Overall yes. I planned a class for students who were familiar with
the second conditional through speech or listening to English music
but may not have been taught the formation and usage before. In
the end 2 out of 6 students had had this grammar lesson in the
past but for the majority of the students forming the second
conditional was new to them.
How did your students react?
Interested and eager to learn. Conditionals may be tricky but at
least the imaginary examples make it fun.
Was the material understandable, did your students learn what you
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Tasks
Phase Duration
1
5 minutes
presented?
By the end of the class most of the students had completed at least
one of the worksheet problems. If I had had more time I think they
would have all completed the worksheet and felt a little more
confident in the usage of second conditional. 30 minutes is not
enough time to teach a conditional tense.
Who did not understand what was being taught and why didn’t they
understand?
One woman in particular. She was meant to be in the beginner
class but entered the wrong classroom and did not realize until the
middle of the class.
Did any of the students behave negatively? If they did, how did you
deal with it?
No
How was the general level of attention?
Good for such a hot classroom but especially when we were talking
about hypothetical situations that interested them, like one day
being rich. I think in the future I should try to make the grammar
breakdown shorter and more interesting like by adding in an extra
activity to keep their attention such a playing a song.
Do you think the students were interested?
Overall, yes. They were very good with coming up with hypothetical
information.
Did you keep your level of talking to a minimum? If not what, were
your reasons to do most of the talking in class?
Yes and no. I talked for much of the grammar part but made sure to
always ask questions. Overall they were quick to answer my
questions and give examples.
Were your explanations and instructions understood? If not, why?
At first my explanation for the worksheet may have been vague but
after I did the first example with them they seemed to understand.
Of course that was when we were running out of time.
Did you have to explain anything in the students’ native language?
No
What was the general atmosphere in class?
Interested but very hot and tired.
Were there shy/over confident students?
Two women spoke very well and were familiar with second
conditional. It was a challenge to make sure they did not
monopolize the examples. Overall every student gave me an
example of hypothetical situations at least once if not more.
What worked well and why?
Pronunciation drill. However they all still need more practice. They
switched back to “gould” after a little while which may just be a
habit that requires more practice to break.
What did not work and why? What would you do differently in the
future?
Activity needed more time.
Topic
Warm-up
“What would you
do if you had a
Teacher activity
Write on the white
board “What
would you do if
Student activity Resources
The students
Whiteboard and
think about what markers
they would do if
million dollars?”
2
10 minutes
Grammar
breakdown
3
5 minutes
Pronunciation of
would
4
10 minutes
Worksheet
you won the
lottery?”
Look for loose
ideas rather than
full sentences.
Breakdown the
formula for
second
conditional into
the “If-clause”
and the “main
clause” using one
the student’s
examples.
Demonstrate that
the clauses are
reversible.
Change the
original example
to “If I win the
lottery tomorrow, I
will buy a car.”
Drill the word
would using a
short list of “w”
words written on
the board. Drill
Ws and then
compare would to
good.
they won the
lottery and
answer the
question out loud.
The class should Whiteboard
reply to question
prompts. What
tense is the verb
in the If-clause?
Does moving the
If-clause and the
main clause
change the
meaning of this
sentence? What
is the difference
between would
buy a car and will
buy a car?
Practice the
Whiteboard
pronunciation of
would by
repeating the list
of “w” words.
Listen for
difference
between good
and would.
Split class into
Complete the
Worksheet
pairs and hand- worksheet with
out the
their partners.
worksheet.
Begin by forming
Complete the first questions with the
example with the second
class.
conditional and
then answering
those questions