LESSON PLAN

SCHOOL: COALA GIMNAZIAL IOSIF VULCAN, comuna HOLOD

TEACHER: FILIP DIANA
DATE: 8
-th
MAY, 2014
GRADE: 7
-th

LEVEL: L1, INTERMEDIATE
UNIT/LESSON: UNIT 18: REVISION UNIT
LESSON TOPIC: Consolidation of Conditional Clauses
TYPE OF LESSON: Grammar Structure Consolidation
SKILLS INVOLVED: listening, speaking, reading, writing.

AIMS/OBJECTIVES:

A) SPECIFIC AIMS: by the end of the lesson the Ss. will be able to:
- recognize the I
-st
, II
-nd
and III
-rd
Conditional Clauses;
- speakabout real situations, possibilities and regrets using the I
-st
, II
-nd
and III
-rd
Conditional Clauses;
- use the Conditional Clauses in real instances of communication

B) AFFECTIVE AIMS:
- to create a warm atmosphere in order to offer the background for smooth, easy conversations
between T. and Ss.
- to help Ss. become more confident when speaking English.
- to set a friendly English Language learning atmosphere for a better acquisition.

INTERACTION:T-->Ss.; Ss.-->Ss.; Ss.-->T;
TEACHING TECHNIQUES: Conversation, Dialogue, Brainstorming, Analogies, Guiding, IW; PW; GW;
METHODS OF TEACHING: Communicative Language Teaching, P.P.P. (Practice, Presentation,
Production)
TEACHING AIDS: worksheets, markers, blackboard (bb), coloured chalk, laptop, video projector,
smartphone, video
During the class T. will use a smartphone application called Oxford Advanced Learner`s
Dictionary to play the accurate pronunciation and explanation of the unknown words.

A). BIBLIOGRAPHICAL:
1. Official: The Curriculum for Secondary Education
2. Methodical: Jeremy Harmer: The Practical of English Language Teaching, Longman, UK, 1991
3. Ecaterina Comiel i Georgiana Gleanu: Gramatica Limbii Engleze pentru uz colar
4.Peter Watcyn-Jones:Grammar Games and Activities for teachers
5. Textbook: High Flyer Intermediate: Ana Acevedo, Marisol Gower

B). HUMAN: the students of the class: 23
TIME: 50`


STAGES OF THE LESSON:

ACTIVITY 1: ORGANISATIONAL MOMENT (1`)
PROCEDURE:
T. enters the room, greets the Ss., asks if there are any absentees and talks to the Ss. asking them how they
are doing. Ss. greet and answer the questions.
AIM: - to cheer up the Ss. and to prepare Ss. for the lesson.
TECHNIQUES : Discussion.
INTERRACTION : T-->Ss; Ss-->T;

ACTIVITY 2: CHECKING PREVIOUS KNOWLEDGE (5`)
PROCEDURE:
T. asks the Ss. about their homework, first a frontal check -Has everybody done the homework? Tell me,
what was your homework for today?, then individually by making a selection of the Ss. that are about to
read, check and correct their homework while T. offers Ss. feedback, making corrections where necessary.
Aims: - to check previous knowledge;
- to assure the feedback for the Ss` work at home;
- to put the Ss. in the situation of reading, checking and correcting their written production;
- tohelp Ss. to make connections with previous experience;
Skills:, reading,speaking, writing
Techniques: Conversation, Explanations if necessary.
Interaction: T-->S; S-->T;

ACTIVITY 3: WARM-UP (2`)
PROCEDURE:
T. asks Ss. Who is wearing white today?Ss. asking questions such as: Andrew, spell the word music",
please! The S. performs the taskand T. asks the S. Now, you have to choose a person to tell us a noun
beginning with the letter C.; The S. performs the taskand T. asks the other S. Alina, you have to tell us
what did you have for breakfast!etc. Ss. answer the questions/tasks.
AIM: - to make a smooth transition between the stages of the lesson;
- toprepare Ss. for the lesson;
- to set a friendly English language learning atmosphere;
SKILLS INVOLVED: speaking, listening;
TECHNIQUES : Brainstorming; Discussion;
INTERRACTION :T-->Ss.; Ss.-->T; Ss.-->Ss.

ACTIVITY 4: LEAD IN (2`)
PROCEDURE:
T. tells the Ss. a situation she is in I forgot my umbrella home, and I heard it is likely to rain today. Now,
please, tell me what do I do if it rains?T. puts the sentence on the bb. and waits for the possible answers.
If it rains I..Ss. complete the sentence.
T. then asks Ss. what kind of sentence is this Why did you use that tense? What kind of clause is that?
and some of the Ss. will figure out the answer. Thus T. announces the topic of the lesson: Exactly, well,
that`s what we are going to do today Conditional Clauses. and puts it on the bb. and the Ss. in their
notebooks.
AIM: - to capture Ss. interest in the topic.
- to prepare Ss. for the lesson.

ACTIVITY 5: FOCUS ON THE GRAMMAR STRUCTURES (9`)
PROCEDURE: T. asks Ss. to give an example of I
-st,
II
-nd
and III
-rd
Conditional Clauses. Ss. provide T. the
example and T. puts it on the bb.and guides Ss.in developing a sketch with the of tenses for each Conditional
Clause:


No. If clause Main clause

I.
If it rains


PRESENT
I stay/will stayhome.


PRESENT / FUTURE

Real/likely/probabil action
It is possible and also very likely that the condition will be fulfilled.

II.

If it rained


PAST

I would stay home.


WOULD+V
1

Possible action, but unlikely action
It is possible but very unlikely, that the condition will be fulfilled

III.

If it had rained


PAST PERFECT

I would have stayedhome.


WOULD HAVE+V
3

Regret, impossible action
It is impossiblethat the condition will be fulfilled because it refers to the past.

AIM: - to activate already taught grammar structure;
- to guide Ss. into understanding the connections between the tenses and the type of actions
expressed with the Conditional Clauses;
SKILLS INVOLVED: speaking, listening, writing
TECHNIQUES: Brainstorming; Discussion, Guiding
CLASS MANAGEMENT: whole-class activity,
INTERRACTION: T-->Ss.; Ss.-->T;




ACTIVITY 6: WORKSHEET PRACTICE (15`)
PROCEDURE:
Ss. make four teams and are given some sheets with exercises to underline the right form of the verbs in the
Conditional Clauses. Ss. get to choose the name of their teams from the animal world and T. puts those
names on the bb. Ss. are then explained the task and they are told they have 10` at their disposal to
complete the task. At the end of the 10` Ss. will check their answers and the winning team will be the one
with the greatest number of right answers. T. also tells the Ss. that if they score 90% right answers they get
a winning point they can use for their next mark.
During this activity T. will be supervising the Ss. and their work, but T will not provide Ss. with the
feedback until the end of the activity.

Underline the right form of the verbs according to the type of Conditional Clause:

I. Some friends are planning a party. Everybody wants to party, but nobody's really wants to prepare
and organize it. So everybody comes up with a few conditions, just to make sure that the others will
also do something.
a). If Caroline and Sue prepare/prepares/will prepare the salad, Phil decorate/ decorates/ will decorate the
house.
b). Elaine buy/buys/will buy the drinks if somebody help/helps/will helps her carry the bottles.
c). If Alan and Rebecca organise/organises/will organise the food, Mary and Connor make/makes/will make
the sandwiches.
d). If Bob look/looks/will look after the barbecue, Sue let/lets/will let the guests in.
e). Frank play/plays/will play the DJ if the others bring/brings/will bring along their CDs.
f). If they all do/does/will do their best, the party is/are/will be great

II. Janine is a daydreamer. She imagines what would happen if she won the lottery.
a). If I would play/ played the lottery, I would have/ had a chance to hit the jackpot.
b). If I would hit/ hit the jackpot, I would be/ were rich.
c). If I would be/ were rich, my life would change/ change completely.
d). I would buy/ bought a lonely island, if I would find/ found a nice one.
e). If I would own/ owned a lonely island, I would build/ built a huge house by the beach.
f). I would invite/ invited all my friends if I would have/ had a house by the beach.

III. Your favourite team has lost again! So after the game, the supporters discuss what could have been
different.
a). Their motivation would have improved/ had improved if they would have kicked/ had kicked a goal during
the first half.
b). The fullbacks would have prevented/ had prevented one or the other goal if they would have marked/ had
marked their opponents.
c). Our team would have been/ had been in better form if they would have trained/ had trained harder the
weeks before.
d). The game would have become/ had become better if the coach would have sent/ had sent a substitute in
during the second half.
e). If it would have been/ had been a home game, our team would have won/ had won the match.
f). If our team would have won/ had won the match, they would have moved/ had moved up in the league.

AIM : - to meet Conditional Clauses in situations they enjoy talking about and they can relate to.
- to put the Ss. in the situation ofusing the activated Grammar Structure.
SKILLS INVOLVED: speaking, listening, writing, reading,
TECHNIQUE: Team Work, using worksheets,
INTERRACTION:T-->Ss.; Ss.-->T; Ss.-->Ss. ;

ACTIVITY 7: CONDITIONAL CLAUSES AND CREATIVE WRITING(12`)
PROCEDURE:
While working in teams, T. asks Ss. to make up a short poem using Conditional Clauses. T. offers an
example and puts it on the bb for the Ss. to know what is expected of them. Ss. proceed, but T. may help
Ss. who don`t seem to cope with the situation. Ss. have 10`at their disposal to complete the task and then to
read their production
AIM:
- to make Ss. come up with original ideas, increasing their creativity using the activated Grammar Structure.
- to practiceusing Conditional Clauses in other situations than regular ones.
- to activate Ss. imagination using English .
- to develop writing creativity by activating the emotional, intra- and inter-personal intelligence.
SKILLS INVOLVED: speaking, listening, writing, reading,
TECHNIQUE/METHOD: Team Work/PPP
INTERRACTION:T-->Ss.; Ss.-->Ss; Ss.-->T;

ACTIVITY 8: ASSIGNING HOMEWORK (2`):
PROCEDURE:
Ss. are given as homework exercise 3 and 5 from page 76. T. explains Ss. the tasks and sets extra
homework for the volunteers: Ss. will have to make a story about a friend in a difficult situation and tell what
he would do if they were in his place. T. writes the homework on the bb. and Ss. in their notebooks.
SKILLS INVOLVED: speaking, listening, writing,
INTERRACTION:T-->Ss.; Ss.-->Ss; Ss.-->T;

ACTIVITY 9: EVALUATION/ASSESEMENT (2`):
PROCEDURE:
Ss. will be evaluated based on their activity during class verbally, but also by receiving marks.
SKILLS INVOLVED: speaking, listening,
INTERRACTION:T-->Ss.; Ss.-->T;