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Naeema Jin

Date: 31 st January, 2017

Observer: Robert Miles

Level & class: Level 3, Section 7


Duration: 50 minutes

N. of students: 13


Lesson Type: (skill(s))

Aims. By the end of the lesson, the ss will:

Achievement of aims (to be completed by observer)

HCT Learning Outcomes:

  • 1. Yes

F13 Talking about hypothetical situations (basic)

G08 Conditional (1st and 2nd):

1.Recognize the positive and contracted form of the second conditional: ‘if + past simple, + would’ by listening to a song

  • 2. Conditional Understand the meaning of the second conditional

  • 2. Yes

  • 3. Use the second conditional in a speaking and writing activity.

  • 3. Yes

Areas teacher wishes to receive feedback on:

Timetable fit:

We are in the fourth week of the current cycle and as part of the learning objectives of the course, students need to be able to recognize and use second conditional. They were introduced to the first conditional in week 2 and simple past in week 3. These two grammar structures should make it easier for them to grasp the second conditional.



There are 13 students in Level 3 Section 7. This is a group of repeating students, with the majority taking the course for the third time. Generally, good attendance and the students are enthusiastic and participate well in class. There are a few, if any classroom management issues with this group.


Anticipated problem


Students might have difficulty with irregular verbs in the simple past.

Use irregular verbs students are familiar with.

Problems with using the grammatical structure:


Students might use the infinitive or gerund following ‘would’ e.g. she would to buy

Have the structure written up clearly on the white board, monitor closely

Using ‘would’ in the ‘if’ clause e.g. If I would live in another country Using ‘will’ instead of ‘would’ e.g. If I won a million, I will travel the world.

while students are completing the activities and refer them to the structure written up on the board.

Not using the past simple in the ‘if’ clause dollars, I would travel the world.

- If I win

a million

There may not be enough time to complete the speaking and writing activity planned for the freer practice stage.

If that is the case, we will continue with the speaking and writing activity in the next class.

Technology used during the lesson may fail. I’m using Nearpod as a presentation tool in this class and students might not be able to join the session.

Have hard copies of all materials.




Interaction Pattern

Observation notes

12:00 – 12:05

Lead-In: To set the context and to engage


(5 min)

students with the language and topic of the lesson

Students dive straight into this – very engaged. You obviously have a good connection with the group –

Ask students in pairs to discuss what they would do if they were a boy for one day.

Student – Student

answers might get risqué but you have the rapport to get away with it.

Feedback as a class


Student – Teacher

12:05 – 12:10

Presentation Stage 1: To introduce target language in context


Students quickly engaged again – maybe concept

(5 min)

check here for understanding?

Tell students that they are going to listen to a song by Beyoncé called ‘If I were a boy’

You need another bullet point I tin here for when they actually listen to the song, e.g. “Students now listen and check their answers” Hang on – we didn’t actually listen to the song yet –

Hand out song worksheet and tell them to read the first eight lines and on Nearpod choose 4 things she would do if she were a boy.

Individual Student

that’s coming later. Ignore me

12:10– 12:15

Presentation Stage 2: To understand the meaning/use of the second conditional

Individual student

Ok, got it now – you’ve used the lyrics / situations to elicit the meaning / use of second conditionals.

(5 min)

On Nearpod ask the poll question: Is this a real or possible situation?

I think you’ve covered the bullet points from the plan, but maybe it needed to be more explicit? Or


maybe put this into the next section after they



Is this something she’s imagining (thinking about)?


listen when you elicit the form. You are in fact doing this.

Draw students’ attention to the use of the second conditional – i.e. used to talk about impossible/unreal/imaginary situations

Teacher – Student

Draw students’ attention that we don’t use 2 nd conditional to talk about

the past.

12:15 – 12:25

Presentation Stage 3: To notice the form of the target language


Ss are getting the target language well, meaning

(10 min)

and form.

Students listen to first 8 lines of the song

Students are writing an example sentence – is this part of the drill? Ah – it’s on the worksheet. Good to spell it out here too / refer to the worksheet.

Elicit the form of the target language (Positive and short form) from the song

Drill target language

12:25 – 12:30

Controlled Practice 1: To provide practice of the target language


Ss very engaged again. Challenging but they are really trying.

(5 min)

Students listen to the rest of the song and complete the blanked out spaces using the target language.

Individual Student



Students check their answers in pairs

Student – Student

12:30 – 12:40

Controlled Practice 2: To provide further practice (using different past tense verbs) of the target language


Students quickly on task, with you able to monitor and assist as necessary.

(10 min)

Students complete a gap fill exercise



Freer Practice


12:40 – 12:50


To allow learners to produce written

You stress that they have to use the structure here








Student – Student

– good.

(10 min)




This gets the students to practice speaking AND


To allow the teacher to diagnose how

writing, plus use the structure. You monitor well, correcting and assisting as necessary. Students are

well the students produced the target language.

engaged and the group I can hear are producing some good answers – they might struggle a bit with the structure / accuracy but they have definitely


To cognitively engage students with

got the concept.

the task and the language.




Explain to students that they are going to interview another classmate in order to find out what she would do.

Give each student a role-card. Students

interview another classmate in order to find out what she would do. Then they write a second conditional sentence about that person. E.g. If Maryam won a million dollars, she would buy a Ferrari.

Students then exchange their old card for a new one.

The activity continues until everybody has written at least 4 sentences.





The plan is nicely put together – you should do PD on this and perhaps come up with some sort of template others could use. Just remember to link the aims to the Learning Outcomes on the curriculum, e.g.

  • 1. G10. Conditional (1st and 2nd) : Recognize the positive and contracted form of the second conditional: ‘if + past simple, + would’ by listening to a song.

You can always expand on this (see italics above).

At the same time, check my notes on each stage – the language point would be better moved into the next section, and you ask them to write a sentence – I can’t see this in the plan.

Your timing is really good, which shows strength in your planning. As you know, I like to see students in groups as well.

The group are engaged very quickly and keen to participate and contribute – you’ve grabbed their imagination here which is important as the second conditional is all about imagining. It’s good that you have the confidence to use a song in class. I used to do this all the time in other teaching jobs, but here I almost never see it. It really engages the students, though – it’s challenging, often more so than an exercise we give them, but they want to understand so really push themselves.

You make good use of Nearpod – I have good news on licenses by the way. Nearpod really suits grammar work and lessons with a strong structure.

I like the card speaking activity at the end – again, this is something I/we used to do a lot in other teaching situations, but I rarely see in ours. Well done for doing it and making it work. Students often don’t get speaking type activities conceptually – they see them as something to finish rather than to practice for the sake of practicing. The exercise engaged them, however, and this was less of an issue than I’ve experienced in other classes.

I enjoyed this lesson – well planned, well executed, well done. I look forward to our next observation.


Teacher’s Reflection and Comments:

This grammar lesson focused on understanding and using the second conditional. The aim of the lesson was for students to successfully understand the form/meaning and use of the second conditional. In terms of planning, the lesson was divided into lead-in stage, presentation, controlled practice and freer practice stages.

Overall, the main aims of the lesson were achieved. Students understood and successfully produced the target language during the speaking and writing activity. All activities set in the lesson were covered.

  • I have previously used a song with this group to present another grammar point. I’d also asked all the students if it was ok for me to use a song/music in the class.

The strengths and weaknesses for each stage of the lesson are identified below.

Activating Schemata

This stage went well in terms of timing and getting students engaged in the lesson.

Presentation Stage

Students were able to grasp the meaning/use of second conditional and I was able to elicit the form of the structure too.

  • I think in terms of execution, this is the area I generally need to work on. I moved (as I have done in previous lessons) through this stage


quickly. Once students noticed the form and we’d written it on the board, I should have concept checked and given more examples here and also drilled the target language more than I did, especially using the contracted form.

Controlled Practice

Most students were able to complete the song although not accurately. I did have another easier fill in the gap activity, which they were able to complete fairly accurately.

Freer Practice

This was designed to be a speaking activity and writing. Students did produce the target language, so the aims of the lesson were achieved. All students were engaged, however, they finished quicker than I had anticipated. Some did write down sentences while others didn’t. The instructions could have been clearer here and it should have been planned only as a speaking activity. Since I noticed students had finished, I asked them a couple of open-ended questions on Nearpod ‘If you could do anything in the world, what would you do?’ and ‘If you could marry anyone, who would you marry?’. This wasn’t planned as part of the lesson as it should have been, but it allowed me to check their use of the second conditional in written form and I was able to use their answers as part of the language feedback at the end of the lesson.


The lesson went quite well. I had different activities planned and students were engaged and seem to enjoy the class. For future grammar lessons, I’d like to improve on how I present the grammar point.


SHARJAH HIGHER COLLEGES OF TECHNOLOGY Faculty Signature Chair Signature____________________________________ Date: _____ 31 January, 2017 _________________ Date:

Faculty Signature

SHARJAH HIGHER COLLEGES OF TECHNOLOGY Faculty Signature Chair Signature____________________________________ Date: _____ 31 January, 2017 _________________ Date:

Chair Signature____________________________________

Date: _____


st January, 2017


Date: ____________________________________