Lesson Plan

Teacher:
School:
Date:
Grade: 7th
Textbook: Snapshot, Ed. Longman
No of students: 24
Topic: First Conditional
LESSON AIMS:
- to make the students use the first conditional in sentence of their own
-to have the students eliciting the contexts where the first conditional appear
- To revise and practice grammar
- to stir curiosity for the topic
- to practice conditional
- to get the students acquainted with conditional
- Use correctly the first conditional
- Create their own sentences
- Employ correctly the revised grammar topic
-Students will give examples, deduce rules, practice, correct and justify.
-Students will work in teams, interact, cooperate, teach each other, be responsible for
their own learning and work collaboratively toward common goals.
-Students will complete worksheets and correct them.
Time: 45 min
SKILLS: speaking, writing, listening
AIDS: textbook, worksheets.
Methods: conversation, personal example, grammar exercises
Interactions: whole class, group work
PROCEDURE
Activity 1: Warmer
Aims:
o To create a pleasant atmosphere for learning
o to involve students by means of personalization
Procedure Interaction Timing
T asks questions: How are you today? Who is missing today? T-Ss 2’
Are you ready for the lesson? What is your lesson for today?
Ss answer.
Activity 2: checking homework
Aim:
o to check understanding of previous lesson
o checks written homework
Procedure Interaction Timing
T asks Ss to read their homework T-S 5’
Ss read the homework and teacher corrects the mistakes class-work
Activity 3:
Aims:
- to introduce students into the new topic, introduce new structure, to create
expectations
- -to revise the future tense simple
- to raise the students' consciousness about the backshifting of tenses in these
sentences. As they become used to recognizing and producing conditional sentences,
this requirement can eventually be eliminated if the time element is known to both
speakers and listeners (or writers and readers).
Procedure Interaction Timing
Teacher asks the students if they remember the form of the future tense T-S 14’
simple
Put the following patterns and sample sentences on the board.
I hope + subject + present tense + (future word)

hope Steua win the game tomorrow.

If the Giants win the game tomorrow, I will be happy tomorrow.

T explains that hopes and the "type 1 if" sentence pattern almost always
refer to future possibilities. Explain the "one step back" rule concerning
using a present tense verb in the "hope" sentence and "if" clause in the
"if" sentence. Point out that the pattern is the same in the "hope"
sentence and in the "if" clause in the "if" sentence. Explain that the
choice of auxiliary in the result clause refers to either the strength of the
possibility or the ability to do or be something. Emphasize the
importance of including a future time word or expression at the end of
each sentence or clause.

Then the T writes on the blackboard the structures of the conditional

using different coloured chalk to distinguish between the main clause
and the secondary clause (if conditional)
After that the teacher asks the students some questions like: Would you
like to go to the seaside if you have money?etc
The Ss answer the questions

Activity 4:
Aims:
-to check understanding, to use vocabulary
-to create their own situations
- to develop Ss’ speaking and listening skills
Procedure Interaction Timing
The teacher asks students to make a list of 5-10 future hopes, as well T-S; 10’
as possible results if the hopes come true. Explain the "if" sentences Individual
describe the reasons for the hopes. While the students are writing work
their sentences, the T walks around giving help where needed and
making sure the students are following the patterns.
Activity 5:
Aims: to check understanding, to use vocabulary
Procedure Interaction Timing
The teacher asks students to open their books and solve the exercise T-S; 10’
3/45 Individual
The Ss solve the exercise and answer in turns work

Activity 5:
Aims:
- to practice the new structures and find out in the use of future and present in the
sentence.
Procedure Interaction Timing
T gives the Ss some worksheets and asks them to fill in the gaps and solve T-S; 12’
the exercise. The T tells the Ss they don’t have to worry if they don’t Group
understand every word.T asks the students to read the completed examples work
from the sheet of paper Whole
class

Activity 6: assigning homework

Procedure Interaction Timing

T explains homework- T-Ss 2’

Assessment: T. appreciates the active pupils and gives advice to the less active ones;