LESSON PLAN

STUDENT TEACHER’S NAME: Alvaro Rios TUTOR: Nadia Gallardo

LEARNING UNIT: Too much food LESSON: Nº 1 TIME: 45 min DATE: June, 14th
CLASS:
10th
LEARNING OBJECTIVE: Students have the chance to see and listen to how the third conditional form is used to express how events
in the past could have been different By the end of the lesson they are going to create their own sentences.

KNOWLEDGE: past participle, past perfect, had, LESSON OBJECTIVE: To describe situations that did not happen and to imagine the
hadn’t , would have, result of this situations

Use of: past perfect, would have, past participle.

SKILLS: Writing, Thinking skills.

ATTITUDES: respect, interest for activities,

positive collaboration.

CLASSROOM ACTIVITIES: MATERIALS:

1. Warm-up Whiteboard, markers, PPT, interactive game, notebooks.
To greet the class and students are settled on
their seats. Then, to refresh students’ minds
about what they did last class. After their
answers to say what is the objective of the class. OBSERVABLE LEARNING OUTCOMES:

2. Pre-activities:
To tell students how I decided to become a -Students awareness of the structure for situations that didn’t happened.
teacher and what could have happened if I
decided to do something different by using the
sentence “If I hadn’t become an English teacher, I
would have moved to Spain”.
3. While-activities:
They are going to re-order the sentences by
remembering the examples given. Then the
structure is going to be taught so the students
could complete the exercise using the correct
form of the verbs in brackets. After that some
images are going to be shown in order to the -to understand the use of third conditional and how to create sentences about
students create their own sentences. Finally they unreal situations.
are going to read some situations and use them
to use the third conditional.

4. Post-Activities:
.
To finish the class, the students are going to play
a game. The class is going to be divided in three
groups and they are going to answers the
questions about zero, first, second and third
conditional.

ASSESSMENT:

-provide a short-term feedback through games that involves imaginary situations.

The intention is to observe and determine how they apply the new contents.
THEORETICAL FRAMEWORK:

The direct method of teaching used in this lesson was developed as a response to the Grammar-Translation method. The
idea it’s to immerse the learner in the same way as when a first language is learnt. All teaching is done in the target
language, grammar is taught inductively, there is a focus on useful ‘everyday' language. Brown, D. (1994).

Indirect Explicit Grammar Instruction (IEGI) refers to the use of deduction, indirect explicit grammar instruction
favors induction or the learners’ discovery of the grammatical rules through tasks and therefore does not involve giving
direct grammatical explanations (Ellis, 2008, p. 159)

.
There are a lot of number of language games. So there is a variety of choices. It is important to decide which game to use in
a particular class and which games will be most appropriate and most successful with their students. Also, taking many
elements into account which can affect the learning process. According to Richard-Amato (1996), games are often
associated with fun, the teacher should not lose sight of their pedagogical values, especially in second language teaching.
Games are effective because they provide motivation, lower students' stress, and give them the opportunity for real
communication.

Student motivation has to do with students’ desire participate in the learning process. But it also concerns the reasons or
goals that underlie their involvement in academic activities. Although students may be equally motivated to perform a task,
the source of their motivation may differ. Once children start school, they begin forming beliefs about their school-related
successes and failures. The source to which children attribute their successes and failures have important implications on
how they can approach and cope with learning situations.( Fay, D., & Culter, A. 1977).
 Bibliography

Brown, D. (1994). Teaching by principles: An interactive approach to language pedagogy. San Francisco: San Francisco State
University; 1994.

Fay, D., & Culter, A. (1977). Malapropisms and the structure of the mental lexicon. Linguist Inquiry, 8(III), 505-520.

Mayer, R. (2001). Multimedia learning. 12 Principles of Multimedia Learning. New York: Cambridge University Press.

Marinak, B. A., Moore, J. C., Henk, W. A., & Keepers, M. (1997). Reading instructional handbook. [On-line]. Available:
http://langue.hyper.chubu.ac.jp/jalt/pub/tlt/98/jan/hunt.html.

Richard-Amato, P., A. 1996. Making it happen. New York: Addison Wesley Publishing Group. Pp 192-199.