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*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

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. 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. 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.PROCEDURE Teacher’s 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. The students will sentence. the students sentence. one and describe it to student from her group. 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. part . After conditional that.

. 5 minutes the first sentences using conditional the first conditional. 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. least two students from the same group should have the same answer. give each pair a conversation they will do it together then they will check with another peer. She three students will conditional use will give them have to predict and form. . 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. . situations and at the same answer. The teacher will The students will To check the Evaluation write three Individual ask the students students to write four sentences using understanding. a question form will check with then she will another peer.

and I got a good respond. Furthermore. However. except the last activity finished as the bell rang. I think this lesson plan was one of the most effective plans because I challenged my students. I did not find it something negative but my MST thought that I should be more careful as the evaluation stage is very important. I believe that the way I made the students learn the grammar concept while doing fun activities encouraged me to teach more grammar. Also. . and I think that was because some activities were much higher than their levels. I managed to follow my plan.Post Lesson Self-evaluation 2 Initially. I had some students who were shy and did not respond to my questions. It made the instruction giving easier and many students got the chance to participate. had fun. the levels of the activities were little challenging but not difficult and I think it made the students engaged.

 Asking the students for examples.  Learning objectives are on the board.  Explaining the rules clearly and asking the students for examples. Mentor College Teacher Observation Feedback Form Student Name: Onoud Eid Date: 7/3/2017 School: Madhab School MST: Strengths  Clear and loud voice.Center.  Clear instructions.  Trying to keep the classroom more Student.  Asking the students to speak up.  Creative games and activities. .

 Maybe you could explain more for the students the rule of changing the sentences to questions and ask the students for examples. Lesson Plan 5 Student name: Onoud Eid ID#: Lesson Title/Reference: Second H00302897 conditional Students’ No.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 . Personal Aim for Next lesson  Watch your language and grammar.Suggestions  Try to check the spelling of the words on the board. of Date:8/3/2017 Time: 11:40.  Try to correct your students if they make mistakes or ask them to correct themselves.

Resources and Materials: Worksheets Video .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.

and and second they will use the first conditional.Procedure Time/Stage Teacher’s 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. 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 . The teacher will give The students will The students will Transformation the students a small text read. 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 teacher’s 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. then correct have examples to including the second the mistakes using Pairs enhance their 7 minutes conditional sentences.

I should have given them enough practice before asking them to correct the mistakes. . This plan did not work with the law achievers. If I would give this lesson again. My main object was to make the students write a small paragraph at the end of the lesson. I would use the deductive approach by giving the students the rule and explain it. After that. the students took more time than what I planned so they did not have the time to write. although the other students responded well by asking questions and trying to find the answers. then give the students examples to practice like a text. I will give them the correction activity. However.Post Lesson Self-evaluation 5 I had many problems with this lesson regarding the time and the activities. I think the way I planned the stages was wrong.

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 . 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.

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.Procedure Time/Stage Teacher’s 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. 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 .

The activities sequence was better than the previous lesson. and those who struggled wrote sentences. this lesson was better. I asked many questions to make sure they understood and I reviewed each activity with the students who did not participate. and the students understood each activity. . At the end the students wrote a small paragraph. I also got the time to give them feedback on their writing. as I achieved my lesson objectives. sentences from of the class using the engagement the third stage conditional Post Lesson Self-evaluation 6 Unlike the second conditional lesson.

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. 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 . hypothetical. Rationale: (Why am I teaching this? Place in teaching sequence?) This lesson is the last conditional lesson for the EMSAT exam preparation. of Date: Time: 8:15. Lesson Plan 7 Student name: Onoud Eid ID#: H00302897 Lesson Title/Referenc e: Students’ No. and counterfactual.

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. individual conditionals n the students to write ly in writing. . 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. sentence.Procedure Time/Stage Teacher’s 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. the students will to practice Presentatio write small using the The teacher will ask paragraph. 15 minutes a small paragraph using at least 2 types of the conditionals. reminding The students will do the Evaluation the worksheet. prepare a question for each group. and write which type with their of conditional is the classmates. 20 minutes The teacher will ask prepare questions the groups to then ask each other.

The students could not make the writing connected even though they wrote accurate sentences. The activities were effectively helpful. I think for the next time. However. I will give them the writing in different class so they can get enough time to think and ask questions. the students struggled in writing using more than one conditional.Post lesson self-reflecting 7 The lesson went smoothly as the students were able to differentiate well between the three types. . and it suited the students’ different levels.