Name of the Teacher Date Level of the class Length of lesson

Le Thi Hai Nguyen July 31st, 2021 Pre-Intermediate 60 minutes

Lesson Type:
Grammar Lesson

Lesson Topic:
Weekend Plans

Lesson Aims: Lesson Outcomes:

By the end of the lesson, students will be better able to identify By the end of the lesson, students will have talked with a partner
and use the First Conditional to discuss about weekend plans. about their weekend plans under specific conditions.

Example sentence:
If it doesn’t rain this weekend, I will go to the park.
Anticipated difficulties: Suggested solutions:

1. As the students are at very young age (11-12 years old), 1. I will give the students many activities which keep them
they tend to get distracted easily and get demotivated in a active and excited. Besides, I will make sure to give many
grammar lesson. model sentences or dialogues so that they can articulate
their ideas more easily and comprehensively. I will also
2. Stronger students tend to take domination when group monitor the activity closely and assist weaker students so
work is performed. These students, eventually, speak most that they will not feel much behind.
of the time while shy ones barely have chance to practice
2. I will have the students work in pair instead of in group so
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3. Having 12 students who come from different countries that I can closely monitor the performance of each student
(including France, Italy and Russia) might also lead to some
understanding problems 3. I try to use many visual examples so that the students can
find it easier to understand the lesson and the activities. As
all the students are at the pre-intermediate level, I do not
expect the understanding to be a big challenge while
teaching.

Target language analysis:

1. What is the use or function of this We use the First Conditional to talk about something that will happen (the result), if a particular condition
language? (include a timeline if (which is likely to happen) is met. In the following example, I want to go to the park this weekend and it is
appropriate) likely to rain this weekend, so I use the first conditional in the example.

In order to go to the park this weekend, I have to see whether it will rain or not
If it rains this weekend, I won’t go to the park
If it doesn’t rain this weekend, I’ll go to the park

So, the meaning is that if the condition is met (and it’s more than 50% likely to happen) then the result
will happen.
2. In which context are you introducing Weekend plans in the context of what you will do at the weekend under specific conditions of weather,
the language? time availability, etc.

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3. Which concept checking questions will “If it does not rain this weekend, I will go to the park”
you ask to ensure students understand 1. Is it possible to rain? (yes)
the meaning? 2. Is it possible not to rain? (yes)
3. Am I at the park now? (no)

4. What is the form of the target Positive Form

language? (include positive, negative If + subject + Verb (present simple), subject + will + Verb (in infinitive)
and question forms if appropriate) Example: If the weather is nice on Sunday, we will go camping

Negative Form
If+ subject + do not/does not + Verb (in infinitive), subject + will not + Verb (in infinitive)
If + subject + am not/is not/are not + Object , subject + will not + Verb (in infinitive)
Example: If the weather is not nice on Sunday, we will not go camping

Question Form
-Yes-No question
Will + subject+ Verb (in infinitive) if + subject +Verb (present simple)?
Example: Will you go camping if the weather is nice on Sunday?
-WH-question
Question words + will+ subject+ Verb (in infinitive) if + subject +Verb (present simple)?
Example: What will you do if the weather is nice on Sunday?
5. How will your students work out the I will let the students do a matching activity (see Figure 2 and Presentation: Meaning stage). Through the
rules for the structure? activity, I will slowly elicit the target structure by using the board as the main prop.

6. What will you teach about the Teacher will focus mainly on the contractions which may present themselves within the First Conditional
pronunciation of the structure? - I will becomes I’ll in spoken English /ɑ:l/
- will not becomes won’t in spoken English /wəʊnt/
- is not becomes isn’t in spoken English /ˈɪzənt/
- are not becomes aren’t in spoken English /ɑːnt/
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- do not becomes don’t in spoken English /dəʊnt/
- does not becomes doesn’t in spoken English. /ˈdʌzənt/
Besides, teacher will also model the pronunciation of If /ɪf/ and ask the students to repeat.
A little extra focus on certain sounds which don’t have corresponding ones in the students’ L1s which are
Italian, French and Russian.

Stage Name Stage Aim Time Interaction Teacher’s procedure Students will…
Pattern

Warmer To prepare the 10 S-S  Show 1 picture of sunny Identify the topic of the lesson and
students for the topic minutes OCFB weather, 1 picture of rainy start seeing the connection between
of the lesson weather and 5 pictures of specific conditions and the activities
activities. (Figure 1)
 T will let the students discuss,
in pair, what people will
possibly do at the weekend
under each type of weather
Presentation: To allow the students 7 T-S  T have written on the board a Use example sentences to
Meaning to understand the minutes OCFB list of clauses which are about consolidate their understanding of
meaning of the certain conditions (on the left the grammar. They will also answer
grammar side of the board) and a list of the CCQs to demonstrate their
clauses talking about the comprehension to the T.
weekend activities people will
possibly do (on the other side
of the board) (Figure 2)
 T will let S to work in pair and
match each condition with a
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possible follow-up activity
 T will give S the correct
answers and then pick one
correct pair of clauses to
write on the board.
 (Eg: It does not rain this
weekend I will go to the park)
 T then write down the word
“If” right before the left
clause, and add the comma
between the two clauses.
 (Eg: If It does not rain this
weekend, I will go to the
park)
 T will chorus the whole
sentence.
 T will then explain the
meaning which is that if the
condition is met (and it’s
more than 50% likely to
happen) then the result will
happen.
 T then asks some CCQs
related to the example
sentence.
1. Is it possible to rain?
(yes)
2. Is it possible not to
rain? (yes)
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3. Am I at the park now?
(no)
 T will ask some students to
add the word “If” to other
pairs of clauses and then read
the complete sentences out
loud.

Presentation: To allow the students 5 T-S -T will present the target structure on Know how to correctly make
Form to establish the minutes the board in the form of: sentences in the positive, negative or
correct structure of question forms
grammatical form Positive Form
If + subject + Verb (present simple),
subject + will + Verb (in infinitive)
Example: If the weather is nice on
Sunday, we will go camping

Negative Form
If+ subject + do not/does not + Verb
(in infinitive), subject + will not +
Verb (in infinitive)
If + subject + am not/is not/are not
+object , subject + will not + Verb (in
infinitive)
Example: If the weather is not nice on
Sunday, we will not go camping

Question Form
-Yes-No question
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Will + subject+ Verb (in infinitive) if +
subject +Verb (present simple)?
Example: Will you go camping if the
weather is nice on Sunday?
-WH-question
Question words + will+ subject+ Verb
(in infinitive) if + subject +Verb
(present simple)?
Example: What will you do if the
weather is nice on Sunday?

- For each type of form, T will analyse

the follow-up example to make sure
the students are not confused by the
target structure.
Presentation: To help the students 5 T-S  T will chorus example Reproduce the sound chorused by
Pronunciation to identify the minutes sentences using contractions the teacher and sound more natural
contractions used within the structures through drilling the contractions
within the target Example: I will = I’ll /ɑ:l/ through CICing.
structure and will not = won’t /wəʊnt/
produce them is not = isn’t /ˈɪzənt/
correctly are not = aren’t /ɑːnt/

 After choruses, T will use CIC

to isolate sounds and
contractions, and ensure the
students are sounding more
natural

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Practice: To allow the students 10 T-S  T will hand out worksheets Apply their understandings of the
Controlled to practice giving the minutes (Figure 3) where students will First Conditional’s meaning and form
correct form of target have to work individually to into making complete sentences.
practice
structure give the correct forms of the
verbs
 T will monitor the activity
closely and give assistance to
weaker students who struggle
with the forms of verbs
 T will then give the correct
answers to the students.

Practice: To help the students 20 Ss-Ss  T will divide the 12 students Talk freely with a partner using pre-
Freer practice to confidently use the minutes into 6 pairs (T makes sure to existing vocabulary and grammar as
target structures to avoid paring 2 students well as the target structure. They will
express their own coming from the same gradually be used to using the target
ideas country, if possible). structure in their real-world
 T will write a model dialogue conversations.
on the board (Figure 4) and
then, T will model a
conversation with a strong
student to instruct the class
how to do the practice
activity.
 T will monitor the class
closely but will not interrupt
the activity to correct errors.
All the errors will be
corrected after the activity.
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 T will, however, assist
struggling students by slowly
suggest vocabulary and
modelling pronunciation and
target structure.
Cooler To wrap up the 3 T-S  T will emphasize the main Be able to realise the improvement
lesson and to allow minutes point which is the target they have made since the beginning
the students to recall structure and have a fun talk of the lesson and will feel more
what they have just to the students by talking motivated to learn English at the
learnt in the lesson about what will happen if the international summer school.
students work hard at the
international summer school.
 T will let S discuss about that
and motivate them to work
harder.
Lesson Rationale (700-1000 words):
Method
The first reason why I applied the PPP format to my lesson is that PPP is a method which allows students to easily catch up with the flow of the lesson.
Including 7 stages namely Warmer, Presentation (Meaning, Form, Pronunciation), Practice, Production and Cooler, PPP method helps students acquire the
knowledge gradually by leading them to go through stage by stage. Besides, PPP format is also an efficient teaching method as the amount of time the
teacher speaks and that the students speak decreases and increases, respectively, towards the latter stages of the lesson. Overall, PPP is a learner-friendly
teaching method which allows English lessons to be more student-focused.

Structure
To begin with, the Warmer stage is an essential part of the lesson, despite its being short. This stage allows the students to have some slight ideas about
what the teacher is going teach in the lesson as well as get more ready to transfer into English language from their L1s (French, Italian and Russian) for the
whole lesson time. The teacher pairs the students and has them talk about possible activities following specific weather conditions.

In Presentation - Meaning stage, the students are introduced to the target structure. The teacher first divides the students into 6 pairs and makes sure each
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pair involves members coming from different countries, if possible, so that interactions between the 2 students are more varied. The students are assigned
to match the given conditional clauses and follow-up activities. By doing this activity, the students can use their pre-existing vocabulary to produce answers.
Next, the teacher will pick a correct pair of clauses and write a complete sentence with “If” on the board. Then, the teacher will analyse the meaning of the
target structure by breaking down into the meaning of If-clause and of the result clause. The teacher makes sure to explain that the meaning of First
Conditional is that if the condition is met (and it’s more than 50% likely to happen) then the result will happen. This methodology allows the students to
have a better understanding of the meaning. To make a double-check whether the students have really understood the meaning of the target structure, I
will ask them a few CCQs.

When it comes to the next stage which is the Presentation: Form, I will have the positive, negative and question forms written on the board. For each type
of form, I will provide an example and I will also clarify the verb forms or the contractions to make sure that the students are not confused by the target
structure.

The last stage belonging to Presentation is Pronunciation which focuses on all the contractions used within the target structure. As all the students come
from different foreign countries so this stage is considered to be a bit challenging. The teacher will do choral drilling for each contraction. It is essential that
the students copy the teacher’s mouth movements to correctly enunciate each contraction. The teacher also uses the CIC method to isolate sounds and
contractions, and to ensure the students are sounding more natural.

Practice Stage comes right after Presentation: Pronunciation and this stage is an opportunity for the students to confirm they thoroughly understand the
meaning and the use of the target structure. The teacher will hand worksheets of giving the right form of verbs and have the students work individually.
This activity allows the Teacher to check whether the Students have completely acquired the target meaning and target structure.

Following the Practice Stage which is somewhat controlled practice, students stand more flexible chances to use the language in more natural contexts
which are similar to situations in real world. The Freer Practice stage is important for the students to achieve the aim of the lesson: Be able to talk about
what they will do at the weekend under specific conditions of weather, time availability, etc., by using pre-existing knowledge and the target structure as
well. In this stage, the students are given the freedom to speak while the teacher silently monitors the discussion.

Last but not least, Cooler Stage is a nice chance for the teacher and the students to wrap up the lesson by going through mai n points of the lesson. The
teacher will take advantage of this stage to have a fun talk to students about what they will achieve if they work hard at the international summer school.
This kind of talk will help the students feel more positive and motivated to learn English.
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Potential issues

Applying PPP method to the lesson means that the students will have freedom to practice in most of stages. This advantage, however, sometimes leads to a
problem when students are at such a young ages as 11 and 12. The students may easily get distracted or some of them are less involved in the lesson than
the others. In order to help students take advantage of the free practice activity efficiently, I will give the students some model sentences or dialogues so
that they can articulate their ideas more easily and comprehensively. I will also monitor the activity closely and assist weaker students so that they will not
feel much behind.

Another potential issue which may come up is that stronger students tend to take domination when group work is performed. These students, eventually,
speak most of the time while shy ones barely have chance to practice. In order to make this issue less likely to happen, I will have the students work in pairs
instead of in groups, and then I will monitor pairs’ performance closely.

Having 12 students who come from 3 different countries (France, Italy and Russia) might also lead to some understanding probl ems. I try to use many visual
examples so that the students can find it easier to understand the lesson and the activities. As all the students are in the pre-intermediate level, I do not
expect the understanding to be a big challenge while teaching.

Alternatives

I would like to have some more activities or games during the lesson, for example chain conditionals or large group discussion, but then, I realize that too
many activities will cause distraction to the students at this young age. As the young students are able to absorb the knowle dge quickly but also get
distracted easily, there should be a good combination between the teacher’s presentation speaking and the students’ free practice activities

Bibliography (if needed):

Perfect English Grammar, 2021 https://www.perfect-english-grammar.com/first-conditional.html

Go Natural English, 2021 https://gonaturalenglish.com/first-conditional/
All images taken from ‘Google –Images’
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Materials (include all physical copies of the materials you plan to use in your lesson, referenced):

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Figure 1

----------------------------------------------------------------
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It does not rain this weekend We will visit The London Eye
It is cold on Saturday I will watch the Friday night’s cartoon with my
sister
I finish doing homework early on Friday I will go to the park
evening
I go to London with my family this weekend I will go to the restaurant with my dad
My dad comes home before 6pm on Sunday I will not go on a picnic

Figure 2
------------------------------------------------------------------
Worksheet
Put the verbs in parentheses () into correct forms
1. If the weather (be) good this Sunday, I (go) swimming with my brother.
2. If my mother (stay) at home on Saturday, we (make) cupcakes.
3. If I (finish) all my homework on Friday night, I (get up) late on the Saturday morning.
4. If my brother (not go) to the piano class, we (visit) our grandparents this Sunday.
5. My father (go) home late, we (not go out) to have dinner on the Saturday night.
6. My neighbour (not sing) karaoke on Sunday evening, my family (watch) a movie together in the living room.
7. we (go) to the cinema this Friday night if Dad (go) home early?
8. What you (do) if we (not have) English class next weekend?

Figure 3
--------------------------------------------------
T models a dialogue with a strong student.
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T: Hello Peter
S: Hello Ms. Nguyen
T: Tomorrow is Saturday and we don’t have English class. What will you do tomorrow, Peter?
S: If the weather is sunny tomorrow, I will go out and play football with my friends.
What about you?
T: If it does not rain tomorrow, I will go to the park with my dog. If it rains, I won’t go out.
S: Oh yeah, if it rains, I will wake up late tomorrow. If I stay at home tomorrow, I will do English homework
T: That is good. If you finish homework early, you will have more free time on Sunday
S: Yes, if I have a lot of free time on Sunday, I will play my computer games. Figure 4

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