English Lesson Plan

Date: 28 March, 2017 (Tuesday)

Time: 9:35 am-10: 35 am
Class: Secondary 2A
Class size: 18
Topic: Conditionals (Type 2)
Objectives: 1) By the end of the lesson, students will be able to use second conditional accurately in authentic situations.
2) By the end of the lesson, students will be able to present their ideas, assess their peers’ work and evaluate their own work.
Teaching aids: PowerPoint, task sheets, big color papers, paper slips, markers, i-pads, peer assessment sheets, self-evaluation sheets
Prior knowledge: Students have learnt the correct verb form in both if-clause and the main clause in a conditional sentence (Type 2).
Students’ background: The diversity of students on English ability is huge as some students are foreign students who have high English
proficiency while some local students are quite weak and not confident, especially in speaking. Authentic task and group
work are suitable to their ability. They have positive learning attitude and they are willing to learn from each other.
Preparation: Students created an authentic situation in groups. Then, they exchanged the situations among groups.
Students discussed on the given situation and wrote the dialogues for the role-play. They needed to write the second
conditional sentences about the given situation. This piece of group work is considered as the pre-lesson preparation.
Rationale: Making use of learner-centered instruction to promote learner independence as suggested in the curriculum guide.
Students are encouraged to learn grammar in context. Authentic situations and interactive tasks are provided to engage
students in using English for communicative purpose. Peer assessment and self-assessment are implemented for reflective
purpose.
Remark: 1) According to our school’s timetable, we have a 30-minute lesson as a single lesson and English lessons are usually conducted in
double lessons which last for an hour.
2) On 27 March (Monday), two groups had done the presentation on the role-play.
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Anticipated difficulties and possible solutions:
1. To cater for learner diversity, students are arranged in groups of three or four with mixed-ability. The higher-ability students can help the weaker
ones and lead the discussion and conduct the group work.
2. It may be a challenge for some students to give comments on the sharing of other groups. Students’ performance is rated by coloring the numbers
of stars on different assessment criteria. Also, some sentence patterns and adjectives need to be provided for the students as guidelines, e.g. It is a
good idea to…, It is interesting to…, they have clear / loud voice, they are confident / well-prepared, the pronunciation is…, more details can be
put on…
Rundown of the lesson:
Duration Step Content / Procedures Objectives
5 minutes Introduction - Teacher introduces the lesson objectives.  Provide students with a clear and attainable
- Teacher recaps the form and usage of second lesson objectives and learning goal in the
conditional by giving examples. beginning.
- Students share their answers and reinforce the  Consolidate the grammar knowledge they
grammar knowledge. have learnt. (Second conditional)
 Give relevant examples as teaching input.
5 minutes Lead-in / - Teacher leads the Kahoot game using i-pads.  Use a grammar game using ‘apps’ called
Motivation - Teacher assigns different questions to the ‘Kahoot’ to arouse the motivation of the
members in the group. students.
- Teacher assesses students’ knowledge on the  Incorporate the multi-media resources into
grammar focus. the lesson for interactive learning as
- Students take turn playing the game. suggested in the curriculum guide.
- Students work in groups for the last  Questions in different level of difficulty are
challenging question. given to students to cater for learner diversity.
It’s a way to do assessment for learning as

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15 minutes Group work:
Presentation / - Teacher introduces the 2 domains in the peer
role-play assessment forms.
- Teacher elicits some language for giving
comments or feedbacks to their peers’
presentation.
- Teacher reminds students to jot down the
notes when listening to the sharing.
- Students conduct the role-play.
- Students listen carefully to the sharing.
- Students jot down the feedback / suggestions.
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teacher can review on students’ performance.
 Encourage cooperation skill when they are
asked to attempt the challenging question.
 Pre-lesson preparation is done to encourage
interaction and discussion and
communication skill among students with
mixed ability. It can lessen the teaching time
but maximizing the learning outcome.
 As second conditional is used to talk about
imaginary situations, students are given a
chance to create their creative situation such
as the adventure in the space with aliens and
spaceships and imagine if they were Donald
Trump. This can also enhance the creative
use of an extensive range of language
knowledge.
 Student-centered approach can facilitate the
learning effectiveness.
 To cater for various learning styles as the
stronger students can be responsible for more
complex dialogues and the weaker students
can contribute on non-verbal communication
and acting more in the presentation.
10 minutes Peer assessment / - Teacher invites feedbacks from each group.
teacher’s feedback - Students discuss on the comments.
- Students give comments on the presentation.
While commenting, the students who can
suggest some constructive ideas can yield
extra points for their groups.
- Teacher gives effective comments about how
to build on students’ strengths and address
their weaknesses after peer feedbacks.
5 minutes Self-assessment - Teacher introduces the importance of
self-evaluation.
- Teacher invites students to give
self-evaluation and suggest ways to improve
next time.
- Students work on the self-assessment and
follow-up task.
5 minutes Consolidation - Teacher concludes what students have done
and restates the objectives of the lesson.
- Students complete the follow-up assignment
in order to consolidate their knowledge.
 Engage active and supportive participation in
the lesson.
 Develop peer assessment as the daily routine
in lesson and assessment as learning.
 Teacher gives immediate feedback and
directions can remind the following groups
on some areas of concern and achieve the
objective on assessment for learning.
 Teacher demonstrates how to give
constructive and concrete feedback and
suggestion.
 Build up a collaborative learning atmosphere.
 Students make use of the feedback given by
the teacher and peers to evaluate on their
performance and illustrate how to improve
next time.
 Cultivate a positive learning attitude and
atmosphere.
 Reflection and self-improvement are essential
in the learning process.
 Consolidate students’ knowledge and
summarize the content.
 An optional challenging task is set in the
follow-up task to cater for learners’ diversity.