I Lesson Planning (Traditional)

Class profile
Teachers name: Umarova Madina

Number of students: 20

Learners description Upper-intermediate English language learners with basic

understanding of verb tenses.

Lesson Aims

Main lesson aim To introduce and practice the use of conditionals:

0 and 1 type

Lesson objectives Language objectives: Content objectives:

1. SS are able to understand and 1. SS learn the structure and usage of
create sentences by the usage of conditionals 0 and 1.
conditionals 0 and 1.

2. SS are able to pronounce 2. SS engage into activities to reinforce

intonations associated with these their understanding via context.
structures.

Lesson outcomes 1. SS will use conditional 0 and 1 in various contexts confidently

2. Increased accuracy in sentence construction using these

grammar structures

Teacher's personal Aims

Aims Way to achieve

To create engaging and supportive learning Praise SS who are doing well to support, add
environment interactive activities for more engagement.

To provide clear explanations and Integrate real life context and examples to
examples for better understanding enhance SS understanding and association with
their personal life
 Materials PPT
Conditionals categorization worksheet for warm up
Fill in the gaps worksheet
Sticky notes for exit tickets.

Tools Screen

Lesson Assumptions

Content assumptions Behavioral/ cultural assumptions

SS have a prior knowledge of tenses and its SS are motivated to participate in class
usage activities

Classroom Anticipated problems

Anticipated problems Solutions

Difficulty grasping the concept of conditionals To divide and categorize each conditional
type and teach the concepts and rules turn by
turn, making sure each of the rules are
acquired by SS.

Difficulty when applying structures into oral To have deep structure exercises and oral
sentences production focused activities.

Language Analysis
Target language Meaning, Form, Pronunciation Anticipated problems Solutions

1. Conditi M: expresses general facts, - -

onals truths, or scientific statements.
type 0:

F: if + present simple, present

simple.
Ex. If it rains, the ground gets
wet.

P:
No clear confusion with
pronunciation, just “if”.

2. Conditionals M: represents real or likely ● SS might use ● Exercise SS to

type 1: situations in the future or “will” in if enhance the
present. clause; correct usage
● SS may and help
struggle to learners to
differentiate the internalize the
between the 2 structures.
types; ● Incorporate
F: If + present simple, will + ● Incorrect charts and
V1 (base form of verbs) placement of diagrams
Ex. If it rains, I’ll stay at home. verbs in illustrating the
clauses. difference
between both
types.
● Provide clear
structure to use
P: No clear confusion with when creating
pronunciation, just “if”. sentences.
tage name Subsidiary aim Procedure including classroom management

T presents a slide of the PPT slide with several sentences on it.

SS should categorize those sentences into facts, and possible
Introduce the situations in the future.
concept of
Lead in conditionals Sentences:
(3 mins) and engage SS ● If you freeze water, it becomes solid.
interests
● Plants die if they don't get enough water.
● If my husband has a cold, I usually catch it.
● If public transport is efficient, people stop using their cars.
● If you mix red and blue, you get purple.
● If I don't drop the gun, I'll shoot!
● If you don't leave, I'll call the police.
● If I have time, I'll finish that letter.

T shows the right answers once done.

Next, SS engage into discussion by the help of questions presented on the

Discussion. next slide:
Warm-up SS activate their - how did you know which sentence belongs to which category?
(5 mins) schemata and - what aspects of the sentences helped you identify the correct category of the
analyze the sentence?
previous
activity. SS discuss as a whole class and each of them share their opinion. While
listening to them, via body language and praising, T supports the right and
semi right answers.

As SS has T presents the new topic. Starting with the name of the grammar topic,
finished T explains rules, sentence structure, and the difference between
structure and conditionals type 0 and 1 with examples.
sentence
analysis, T
T asks CCQs after at the end of the explanation part:
explains the
rules and - What clause is the main in conditional sentences?
Presentati
situations of the - What type do we use for factual information?
on
usage. - Do we also use conditionals 1 for factual information?
(15 mins) - Which tense is used in conditional 0?
What about conditional 1?
Lesson procedure

Reinforce 1st controlled activity activity (5 mins)

Controlle understanding T distributes worksheets with fill-in-the gap activity exercise focusing on
d practice through sentence formation of conditionals type 0. SS should put the right verbs
controlled from the available options and put them into the right tense.
(8-10 mins) exercises
T asks SS to read the sentences and later on displays the right answers
on the screen.

2nd controlled activity (3-4)

SS have a list of sentences in 0 conditional type, and they should convert
them into the style of conditionals 1 by changing certain words of the
sentence. Example:
If people eat too much, they get fat -> If I eat too much, I will get fat.

Sentences:

● If people eat too much, they get fat.

● If you touch a fire, you get burned.
● People die if they don't eat.
● You get water if you mix hydrogen and oxygen.
● Snakes bite if they are scared
● If babies are hungry, they cry.

T checks the answers and shows the right answers on the next slide.

To practice T gives instructions:

and enhance - Imagine you are about to interview a popular superstar and you need to have a
SS creativity phenomenal interview to get to know about his life, future plans and ask about
within the his experiences on his journey to popularity. Design 4-5 questions with the usage
Semi of conditionals 0 and 1.
topic
controlled ex. Why do you work so hard if you have so many assistants?
practice What are your plans on having a family if you are too busy?
(5mins)
T asks to peer check the works of SS and evaluate.
T shows possible questions on PPT

Foster T gives instructions:

independent By the usage of created interview questions, SS interview each other in pairs.
use of Once one student stops interviewing the other one, they switch roles. SS try to
conditionals use conditionals in their answers for questions.
type 0 and 1
 orally. T observes the interview by vanishing away and helps the ones who seem to be
Free struggling. T concludes the class by distributing exit tickets. SS write what they
practice learned in the class and stick on the board.
(12mins)

Name of evaluator:_______Mokhichehra
__________________________
Checklist for evaluation
1. Is the topic relevant to the level of students
2. Is it possible to follow the sequence and to conduct a lesson
3.ls it possible to use whole plan within given time
4. Is there logical connection between activities
5.Can students practice effectively what they have learned during
the lesson
6. Is the timing appropriate for each activity
7. Did she provide handouts to activities?
8.is it possible to reach the objectives with this lesson plan
9.Did she provide appropriate and enough content assumptions
10.Did she provide appropriate and enough anticipated problems

Evaluation of the lesson plan

1.Conditional 0 and 1 is relevant to the upper intermediate
2.it is possible to conduct a lesson with this lesson planing
3.It is possible to conduct a lesson during 45 minutes
4.Connection between activities are logical and relevant to the topic
5.Ss can practice their knowledge during the lesson with effectively
created activities
6.Timing is appropriate for the part of the lesson plan
7.worksheet for 1st controlled practice did not provided
8.With the lesson plan it is possible to reach the goal
9.content assumptions and behavioral assumptions are relavant
10.antivipated problems seems less . There should be at least 3
assumptions