*Lesson Plan 2

Student name: Onoud Eid Mobarak ID#: H00302897 Lesson Title/Reference:

First conditional
Students grade: No. of students: Date: Time: 10:55 School: Madhab
12 29 7/3/2017 11:40 high school

Learning Outcomes Target Language

Speaking
Second conditional:
The students will guess, answer, and ask each If clause: If + subject+ past simple+
other coma
Listening
Main clause: subject + would +
The students will listen to the pronunciation of present simple
the words.
Reading If I go to the cinema. I will eat
The students will read the first conditional popcorn.
sentances

Writing
The students will write sentences using the
second conditional.

Vocabulary

If clause, main clause, modal, present simple

Rationale: (Why am I teaching this? Place in teaching sequence?)

This grammar lesson is part of the EMSAT exam preparation

Task(s): (What will the learners do?)

The learners will
- elicit the rule
- Form sentences
- Differentiate between the main clause and the if clause
Anticipated concerns and plan of action
The students might pronounce some words incorrectly.

Resources and Materials:

Box
Cards
Worksheets
Different objects
PROCEDURE
Teachers Interacti
Time/
Activity and Students Activity on Why
Stage
language input Pattern

The teacher One student from To make the

will bring a book each group will Whole students active
Engagement
class
with some choose an object
7 minutes objects, one and describe it to
student from her group.
each group will
describe the
object to her
group and they
have to figure
out what is the
object

The teacher will The students will To elicit the rule

give each group find the mistakes from the students
five conditionals in each sentence
Building sentences that using the rule that
Groups
knowledge contain the teacher gave
mistakes, and them
she will give
15 minutes them the The students will
identify the If
structure of the Pairs clause and the
first conditional main clause.
The students will
sentence.
move around
finding the
I will give each student who has
student a card the sentence that
with part of the completes their
first or second sentences. After
conditional that, the students
sentence, then I will split into two
teams one will be
will ask them to
for the first
move around conditional and
the class to find the other one for
the student who the second
has the second conditional.
part
 The teacher will The students will To insure the
Transformat ask each group choose three students
ion Groups
to choose three students to understanding of
7 minutes students to answer then the the first
compete. She three students will conditional use
will give them have to predict and form.
situations and at the same answer.
least two
students from
the same group
should have the
same answer.

The teacher will The students will The students will

ask the students convert the Pairs learn how to use
Presentatio
about how can sentences into the first
n
we turn the first question form in conditional for
7 minutes conditional into pairs then they questioning.
a question form will check with
then she will another peer.
give each pair a
conversation
they will do it
together then
they will check
with another
peer.

The teacher will The students will To check the

Evaluation write three Individual
ask the students students
to write four sentences using understanding.
5 minutes the first
sentences using
conditional
the first
conditional. . .
Post Lesson Self-evaluation 2

Initially, I managed to follow my plan, except the last activity finished as the bell
rang. I did not find it something negative but my MST thought that I should be
more careful as the evaluation stage is very important. Also, the levels of the
activities were little challenging but not difficult and I think it made the students
engaged. I think this lesson plan was one of the most effective plans because I
challenged my students, had fun, and I got a good respond.

Furthermore, I believe that the way I made the students learn the grammar
concept while doing fun activities encouraged me to teach more grammar. It
made the instruction giving easier and many students got the chance to
participate. However, I had some students who were shy and did not respond to
my questions, and I think that was because some activities were much higher
than their levels.
 Mentor College Teacher Observation Feedback Form
Student Name: Onoud Eid Date: 7/3/2017
School: Madhab School
MST:

Strengths

Clear and loud voice.

Clear instructions.
Learning objectives are on the board.
Asking the students for examples.
Asking the students to speak up.
Explaining the rules clearly and asking the students for examples.
Trying to keep the classroom more Student- Center.
Creative games and activities.
Suggestions

Try to check the spelling of the words on the board.

Try to correct your students if they make mistakes or ask them to correct themselves.
Maybe you could explain more for the students the rule of changing the sentences to
questions and ask the students for examples.

Personal Aim for Next lesson

Watch your language and grammar.

Lesson Plan 5

Student name: Onoud Eid ID#: Lesson Title/Reference: Second

H00302897 conditional
Students No. of Date:8/3/2017 Time: 11:40- School: Madhab
grade: 12 students: 12:30 high school
29
Learning Outcomes Target Language
Speaking
Second conditional
The students will discuss with each other
Listening If+ subject+ simple past +
The students will watch a video and listen to comma+ subject + would+
the language used infinitive verb
Reading
The students will read a small text

Writing

The students will correct sentences and write

a small paragraph.

Rationale: (Why am I teaching this? Place in teaching sequence?)

This lesson is the second part of the EMSAT exam preparations

Task(s): (What will the learners do?)
The students will correct mistakes
Identify differences
Write sentences and paragraph

Anticipated concerns and plan of action

The students might be confused between the previous conditional the took and
the new one.

Resources and Materials:

Worksheets
Video
Procedure

Time/Stage Teachers Activity and Students Activity Interaction Why

language input Pattern

The teacher will ask The students will To identify the

Engagement each student to write write using the first differences
one thing they will do if conditional Individual between the first
5 minutes they were aliens, and and second
they will use the first conditional.
conditional to create a
sentence

The teacher will play a The students will The students will
Building video related to the create a sentence elicit the second
knowledge second conditional and based on the conditional rule
give the students one teachers sentence Group and identify it use
example of the second then they will write
conditional then ask the the sentence
10 minutes students to create their structure as a
examples. group.

The teacher will give The students will The students will
Transformation the students a small text read, then correct have examples to
including the second the mistakes using Pairs enhance their
7 minutes conditional sentences, the rule understanding
and ask them to read it
in pairs then correct the
mistakes
The teacher will give The students will The students will
Presentation the students a work complete the practice different
7 minutes sheet worksheet Group examples of the
second
conditional
The teacher will ask the The students will The students will
students to write a small write a small implement what
Evaluation paragraph about what paragraph Individual they learned
they are going to do if
15 minutes they won 10 million DH
Post Lesson Self-evaluation 5

I had many problems with this lesson regarding the time and the activities. My
main object was to make the students write a small paragraph at the end of the
lesson. However, the students took more time than what I planned so they did
not have the time to write.

I think the way I planned the stages was wrong, I should have given them
enough practice before asking them to correct the mistakes. This plan did not
work with the law achievers, although the other students responded well by
asking questions and trying to find the answers. If I would give this lesson
again, I would use the deductive approach by giving the students the rule and
explain it, then give the students examples to practice like a text. After that, I
will give them the correction activity.
 Lesson Plan 6

Student name: Onoud Eid ID#: H00302897 Lesson

Title/Referenc
e: 3rd
conditional
Students No. of Date:13/3/20 Time: School: Madhab
grade: 12 students:29 17 11:45- high school
12:30
Learning Outcomes Target Language
Speaking
Third conditional sentences

Listening
The students will listen to their classmates
sentences

Reading

Writing

The students will write sentences and a small

paragraph
Rationale: (Why am I teaching this? Place in teaching sequence?)

This lesson is the third part of the EMSAT exam preparation

Task(s): (What will the learners do?)

The learners will write sentences and share with their classmates

Anticipated concerns and plan of action

The students might be confused between the three types of the conditionals

Resources and Materials:

Worksheets
Markers
Procedure

Time/Stage Teachers Activity and Students Activity Interaction Why

language input Pattern

The teacher will The students will

ask the students make a circle and Pairs Showing the
Engagemen
to write in pairs talk about things students, the
t things they they would have type of events
regret doing in changed if they used for the
5 minutes
the past had a time third
conditional
machine after
writing them.

The teacher will

Group Introducing
give the students The students will the third
the rule of the work in groups to
building conditional
third conditional find the rule
knowledge and ask them to differences
differentiate between the third
10 minutes
between it and conditional and
the other the previous ones
conditionals
rules.
Whole
class
Transformat The students
The teacher will The students will will apply the
ion give the students write the rule
an empty work sentences in
7 minutes
sheet and each sequence.
student have to
write a sentence
until the last
student and then
they will read it
Individu
as a story
al

Presentatio the students to Applying the

write a small third
n The teacher will paragraph conditional in
ask the students
15 minute writing
to write a small
paragraph
Individu
al
The students will
rewrite the things
The teacher will they mentioned
Evaluation
ask the students at the beginning
to rewrite their
 sentences from of the class using
the engagement the third
stage conditional

Post Lesson Self-evaluation 6

Unlike the second conditional lesson, this lesson was better, as I achieved my lesson objectives. The
activities sequence was better than the previous lesson, and the students understood each activity. I
asked many questions to make sure they understood and I reviewed each activity with the students
who did not participate. At the end the students wrote a small paragraph, and those who struggled
wrote sentences. I also got the time to give them feedback on their writing.
 Lesson Plan 7

Student name: Onoud Eid ID#: H00302897 Lesson

Title/Referenc
e:
Students No. of Date: Time: 8:15- School: Madhab
grade: 12 students:29 9:00 high school
Learning Outcomes Target Language
Speaking The first conditional

the students will explain the three types the second conditional
Listening
the third conditional
the students will listen to their classmates
Reading the use of the conditionals

scientific facts
Writing probability
the students will write a small paragraph hypothetical

Vocabulary
Predictive, hypothetical, and counterfactual.

Rationale: (Why am I teaching this? Place in teaching sequence?)

This lesson is the last conditional lesson for the EMSAT exam preparation.

Task(s): (What will the learners do?)

The learners will differentiate between the three types and practice using them
in writing
Resources and Materials:

worksheets
blank papers
Procedure

Time/Stage Teachers Activity and Students Activity Interaction Why

language input Pattern

Engageme The teacher will ask The students will to help the
nt the students to write write a sentence and Whole students in
5 minutes sentence for each it type then share class recalling
the rules.
and write which type with their
of conditional is the classmates.
sentence.

the teacher will The students will give the

recall the rules uses students
divide the students
and use the the chance
into groups and give to enhance
examples to explain
Building each a conditional their
to their classmates
knowledge rule and some Group understandi
/ examples ng by
transformat explaining
ion the students will to their
classmates.
20 minutes The teacher will ask prepare questions
the groups to then ask each other.
prepare a question
for each group.

the students will to practice

Presentatio write small using the
The teacher will ask paragraph. individual conditionals
n
the students to write ly in writing.
15 minutes
a small paragraph
using at least 2
types of the
conditionals. reminding
The students will do the
Evaluation the worksheet. students of
the use of
4 minutes
The teacher will give each type.
the students a
worksheet that
includes the use of
the three
conditionals.
Post lesson self-reflecting 7

The lesson went smoothly as the students were able to differentiate well between the three types. The
activities were effectively helpful, and it suited the students different levels. However, the students
struggled in writing using more than one conditional. The students could not make the writing
connected even though they wrote accurate sentences. I think for the next time, I will give them the
writing in different class so they can get enough time to think and ask questions.