CONDITIONALS LESSON PLAN

Level: Pre-intermediate
Age: 15-16
Grade: High School, 10th graders
Topic: ‘Conditionals 3 with revision of 2”
Time:80 minutes.
Source: Original.
Number of the students: around 20
Aims:
Cognitive

1. Recognizing the meaning and form of target structure in a text.

2. Using the target structure correctly and appropriately.
Affective
3. Enjoying the English lesson.
4. Working collaboratively with their classmates.
5. Speaking without fear and stressful of making mistakes

Outcomes:
Students
Cognitive
1.1. Answer the questions with the target structure.
2.1. make sentences using T.S
Affective
3.1. Show interest in classroom activities.
4.1. Complete the task given by the teacher.
5.1. Answer the question without fear and stress.
5.2. Join the activities voluntarily.
.
 Anticipated Problems:
Form: Students may be confused while using Conditional sentences
Meaning: they may feel confused about their meanings
Pronunciation: No problems are expected.
Cultural: No problems are anticipated.
Solutions:
Form: I will state the target structure very clearly. I will give examples
Meaning : l will explain the meaning with Turkish equivalent
Materials: PPT, pictures and texts.
Instructional Strategies (App., Methods, Tech.,): Deductive approach to grammar
teaching, Q-A, demonstration, repetition, whole class repetition, picture talk.

Time Teacher’s activities Learners’ activities

Revision -Introduce the characters from the -Answer the questions
( Conditional 2) movie ‘Friends’
(5mins) -Have sts watch the video

Set the scene - Introduce the character -Read the text

&introduce the - Give the inst.& Tell the topic (A -Answer questions.
characters bad day) -Check the answers
“look everyone, you are going to read a
3 minutes story from a magazine where a lady
called Emma Wyatt talks about a very
bad day, but first we are going to look at
some difficult words from the text.”
- Hand out the worksheet
Activity 1 - Give the ints
“match the four words with the correct
13 minutes definitions.”
- Orgainze the students. “ do this
alone.”
- Monitor
- tell the students to check their
answers in pairs.
- Go through the correct answers,
highlighting the stress and pronunciation
of the words”

Activity 3 - Tell students to read the questions in -Read the text

 exercise 2. - Answer the questions
15 mins - Give inst “you are going to read the - Check the answers
magazine article and mark if the
sentences are true or false.”
-check understanding
-Hand out the reading text
- Monitor while students read the text
and complete the task.
-Get students to check their answers in
pairs
- Elicit the answers from the students on
the board. With false answers, get the
students to give a reason why they are
false.
Clarification and -Write “If I’d set my alarm, I would’ve - Work out idea relating to each
Focus been on time.” on the board. sentence.
-Go through the meaning and form of - Make own sentences.
the third conditional with the students,
(20mins) highlighting the negative form and
contractions.
-Point out that would, could and might
are interchangeable but with varying
degrees of certainty.
-briefly review the first and second
conditionals to compare.
-Have sts make their own sentences
Activity 5 -Highlight the fact that there were lots Practice conversation
of other things that went wrong in the Make sentences.
story, not just Emma forgetting to set
9 mins her alarm.
-Organize the sts (pair)
- Give inst, “ make sentences in the
third conditional about what things went
wrong and what could have been done
to stop them.”
-Monitor the students, helping out where
necessary.
-Get open class feedback from students.
Activity 6 -Put students into groups of three or four Answer questions
and give instructions for exercise 4. Practice conversation
10 mins -Monitor unobtrusively while students
are talking
- note down examples of good and bad
sentences, any pronunciation problems
and examples of new vocabulary.
-Allow at least 15 minutes for this part
 of the lesson.
-Conduct open class feedback on the
task and go over the examples observed
during monitoring.
Wrap up -Say to them
“Did you like the activities?”
5mins -Elicit the answers.
-Have students summarize the topic.
-Say them.
“What do you have in your pocket
before you go home today?”
-Elicit the answers.
-Give homework.
-Check students ‘understanding.
-Say goodbye.

Self-evaluation: This lesson was fairly successful. If-clause seems to tease most students. More
practice is to be given to help them grasp the correct usage of If-clause type 3 in the basic form
before moving onto the variations of the If-clause mixed type.