Lesson plan cover page

Country Name CiSELT unit and title Brief description of context, location and time (size of classroom, facilities/resources available, time of day, lesson length, etc) 50 words maximum Chile Gustavo Jos Pereira Lepe CIS2.1 Teaching grammar Small class 31 students, compared to the other classes I have with almost 45 students. Almost no availability to use Data and other Tics in the classroom other than going to the computer lab. Two times a week, 3 hours. On Wednesday a 90 minutes block and on Thursday a 45 minutes block.

Brief description of learners (how many, age, level, special needs/behavioural issues, etc) 50 words maximum

A group formed by 31 students between 15 and 16 years old. They are from a 3rd medio from the Elvira Sanchez de Garces school in La Punta, Mostazal. Their English level is beginner to lower intermediate. There are some students with intellectual problems (students in integration program). Some other students tend to be rather immature and with lack of motivation to learn not only English but Math, Language, etc. They tend to speak in L1 most of the time among them during the class.

Brief description of the new idea and why chosen 50 words maximum

I been the teacher of this class since July and before they had no teacher for a long time. Due to the lack of continuity in their learning they seem to be less motivated and just waiting for the teacher to leave the school. I have to teach them conditionals and for that I dont want to do a deductive class since they will get bored and may not understand that way. I decided to teach them conditional trying to do an inductive class.

Lesson plan cover page

How does the lesson fit with syllabus/timetable? (30 words maximum) In the 2nd unit it is taught the first conditional, but we at school teach them the second as well.

Learning outcome

To talk about hypothetical situations using the 2nd conditional.

Materials and references (attach worksheets)

White-board, Lottery ticket.

Anticipated problems 50 words maximum Not all the Ss may be willing to participate due to lack of vocabulary and motivation.

Proposed solutions 50 words maximum

Let the students use dictionary for vocabulary and let them know that their participation will be priced with points to use in an evaluation.

Lesson procedure
Time Teacher activity Ask students if they believe in luck and if they or their family have ever played any lottery like game. Show them a lottery ticket and ask students what it is. Tell some things one would do if one wins the lottery and ask Ss if they agree (write them down). Task Ss to write down some ideas, discuss them with a partner. The teacher tell Ss that even though the situation is not real but answer the following question: What would you do if you were me? T writes on the board If I were you, I would and asks them to complete the sentence in their notebook. After some time Ss highlights some of the answers given by students and write them in the board. Give the students the task to come up with the structure of the 2nd conditional based on their answer written on the whiteboard. Ss write on their notebooks. Student activity Ss answer Interaction Stage aim Warmer

Students ideas Ss answer Modeling

Lead in

Ss discuss with partner and write ideas down. Elicitation

Ss answer

Explanation

Ss come up with structure of the 2nd conditional.

Ss direct the class explaining Select some students to go to their findings regarding the the board and write their version structure. of the structure for the 2nd conditional; ask some other Ss complete information of their students if it is not complete. classmates. Teacher add the missing information only if it is necessary. Feedback Evaluation

Reflection
What went well? Why? SS were engage as the class advanced. They showed a lot of imagination on their answers. Many of their answer were not (refer to the learners, learning outcomes normal for example many of them said things like going to the and stage aims, lesson procedures, tasks / moon, building a house under the sea and such. Ss were very activities and materials) respectful when one of them was presenting his idea of the structure and they also were very polite when adding some new information to the idea of structure.

What didnt go well? Why?

Even though most of the Ss worked perfectly some of them at the beginning didnt show much motivation so I decided to work with (refer to the learners, learning outcomes them and help them with some vocabulary and ideas. There were and stage aims, lesson procedures, tasks / also some students that tended to use L1 during the discussion activities and materials) with their partner.

What changes will I make next time? Why? Maybe work in groups and give each group a different structure to come up with and then present it. Also, go around the classroom when the students work by their own to control the use of the L1.

Course assignment:
Result

Assigment N1

Date: 02/09/2013

Moderators comments, advice and suggestions

Moderator: