Name of the Teacher
Le Thi Hai Nguyen
Date
July 31st, 2021
Level of the class
Pre-Intermediate
Length of lesson
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:
1. As the students are at very young age (11-12 years old),
they tend to get distracted easily and get demotivated in a
grammar lesson.
2. 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
Suggested solutions:
1. I will give the students many activities which keep them
active and excited. Besides, I will make sure to give many
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.
2. This potential issue is the reason why I have designed the
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3. Having 12 students who come from different countries
(including France, Italy and Russia) might also lead to some
understanding problems
role-play activity with 2 people having almost the same
amount of dialogues.
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
language? (include a timeline if
appropriate)
2. In which context are you introducing
the language?
The First conditional is used to describe things which might happen in the future.
3. Which concept checking questions will
you ask to ensure students understand
the meaning?
“If it does not rain this weekend, I will go to the park”
1. Is it possible to rain? (yes)
2. Is it possible not to rain? (yes)
3. Am I at the park now? (no)
Weekend plans in the context of what you will do at the weekend under specific conditions of weather,
time availability, etc.
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4. What is the form of the target
language? (include positive, negative
and question forms if appropriate)
If + subject + Verb (present simple), subject + will+ Verb (infinitive)
If-clause
Result clause
5. How will your students work out the
rules for the structure?
I will let the students do a matching activity (see Figure 2 and Presentation: Meaning stage). Through the
activity, I will slowly elicit the target structure by using the board as the main prop.
6. What will you teach about the
pronunciation of the structure?
Teacher will focus mainly on the contractions which may present themselves within the First Conditional
- I will becomes I’ll in spoken English /ɑ:l/
- will not becomes won’t in spoken English /wəʊnt/
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
Pattern
Warmer
To
prepare
the 10
S-S
students for the topic minutes OCFB
of the lesson
Teacher’s procedure


Students will…
Show 1 picture of sunny Identify the topic of the lesson and
weather, 1 picture of rainy start seeing the connection between
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
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Presentation:
Meaning
To allow the students 7
T-S
to understand the minutes OCFB
meaning
of
the
grammar








T have written on the board a
list of clauses which are about
certain conditions (on the left
side of the board) and a list of
clauses talking about the
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
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 then asks some CCQs
related to the example
sentence.
Use
example
sentences
to
consolidate their understanding of
the grammar. They will also answer
the CCQs to demonstrate their
comprehension to the T.
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
T will ask some students to
add the word “If” to other
pairs of clauses and then read
the complete sentences out
loud.
To allow the students 5
T-S
to
establish
the minutes
correct structure of
grammatical form

T will present the target
structure on the board in the
form of:
If + Subject + verb (present
simple), Subject + will + verb
(infinitive)
 Then, T will hand out
worksheets (Figure 3) where
students will have to work
individually to give the
correct forms of the verbs
See the correct target grammatical
form presented on the board and
apply that knowledge when putting
the verbs in the correct forms.
Presentation: To help the students 5
T-S
to
identify
the
Pronunciation
minutes

Reproduce the sound chorused by
the teacher and sound more natural
through drilling the contractions
through CICing.
Presentation:
Form
contractions
within the
structure
produce
correctly
used
target
and
them
T will chorus example
sentences using contractions
within the structures
Eg: I will = I’ll
will not = won’t
 After choruses, T will use CIC
to isolate sounds and
contractions, and ensure the
students are sounding more
natural
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Practice:
Controlled
practice
To allow the students 10
Ss-Ss
to practice saying the minutes
target
structure,
listening to it and
using it for making
conversations



To help the students 20
Practice:
Ss-Ss
to
confidently
use
the
Freer practice
minutes

target structures to
express their own
ideas



T will divide the students into Practice speaking and reproducing
the first conditional to make
6 pairs.
For each pair, T will give each conversations.
student a role play worksheet
(Figure 4). T will then instruct
both students of the pair how
to proceed with the activity.
T will monitor the role play
activity done by each pair of
Ss.
T will divide the 12 students
into 6 pairs (T makes sure to
avoid paring 2 students
coming from the same
country, if possible).
T will write a model dialogue
on the board (Figure 5) 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.
T will, however, assist
Talk freely with a partner using preexisting vocabulary and grammar as
well as the target structure. They will
gradually be used to using the target
structure
in
their
real-world
conversations.
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Cooler
To wrap up the 3
T-S
lesson and to allow minutes
the students to recall
what they have just
learnt in the lesson


struggling students by slowly
suggest
vocabulary
and
modelling pronunciation and
target structure.
T will emphasize the main
point which is the target
structure and have a fun talk
to the students by talking
about what will happen if the
students work hard at the
international summer school.
T will let S discuss about that
and motivate them to work
harder.
Be able to realise the improvement
they have made since the beginning
of the lesson and will feel more
motivated to learn English at the
international summer school.
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 w ith 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 L1 s (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
pair involves members coming from different countries, if possible, so that interactions between the 2 students are more varied. The students are assigned
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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. 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 students work on a worksheet of verb forms individually. This is a very
efficient way for the students to recognize and memorize the correct forms of the verbs in both the If-clause and the result clause.
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 a role play activity to the students and have them work in pair. The class
will be divided into 6 pairs and again, the teacher will make sure to put 2 students from 2 different countries into the same pair.
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 main 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.
Potential issues
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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. This potential issue is the reason why I make sure to design the role-play activity with
2 people having almost the same amount of dialogues.
Having 12 students who come from 3 different countries (France, Italy and Russia) might also lead to some understanding problems. 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 knowledge 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
All images taken from ‘Google –Images’
Materials (include all physical copies of the materials you plan to use in your lesson, referenced):
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Figure 1
---------------------------------------------------------------It does not rain this weekend
It is cold on Saturday
I finish doing homework early on Friday
evening
I go to London with my family this weekend
My dad comes home before 6pm on Sunday
We will visit The London Eye
I will watch the Friday night’s cartoon with my
sister
I will go to the park
I will go to the restaurant with my dad
I will not go on a picnic
Figure 2
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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.
Figure 3
---------------------------------------------Worksheet_Role Play
Student 1: Hi Joe, how are you?
Student 2: Hello Ben, I am good. What about you?
Student 1: I am fine, thanks. You look happy, Joe
Student 2: Yes, I am happy. If it is sunny this Sunday, my family and I will go to London.
Student 1: Wow! I love London, but I cannot go there. My father is busy this weekend.
Student 2: So what will you do this weekend?
Student 1: If my father goes home early on Saturday, we will go to the restaurant for dinner. If the hour is not too late, we will go to the cinema after the
dinner.
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Student 2: Wow.
Student 1: Where will you go in London?
Student 2: If I go to London, I will visit The London Eye and Big Ben.
Student 1: If you visit the London Eye and Big Ben, you will be very happy.
Student 2: If it rains this Sunday, I will be very sad because I cannot go to London.
Student 1: I hope you will go there this weekend. I have to go home now. If I go home late, I won’t finish my homework tonight. Goodbye, Joe.
Student 2: Bye Ben
Figure 4
-------------------------------------------------T models a dialogue with a strong student.
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 5
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