3 25 Me

CEP Lesson Plan Template
Teacher/s: Jasmine Kim and Aaron Braten

Level: Advanced 3
Date/Time: 03/25/2015
Goal: To easily recognize the different conditional forms and feel comfortable
making sentences using the grammar structures. In addition, students will feel
comfortable inverting subject and auxiliary verb without If.
Objectives (SWBAT):
Students Will Be Able To
1. offer support in a discussion.
2. recognize various conditional forms and easily produce them.
3. recognize what Subject and Auxiliary Verbs are.
4. use conditionals without IF.
Theme: Adventure Vacations
Extensions: Students will be able to better explain their past, present and future using
conditional forms outside of the class; more accurately and freely in their daily lives.
Aim/Skill/Microskill
Activity/Procedure/Stage
Interaction
Review or Preview (if

applicable)
1. Error Correction
2. Check Workbook
assignment
1. Error Correction
Students will all receive a handout with T-SS
errors made in the last class. Students
work together to correct the errors.
We have a worksheet with some of the
errors we have seen you make, but thats
okay! Errors are only natural! Please
work together and try to correct the
errors. Please work with a partner to
correct the errors. You two start at the
top, you two start at the bottom.
Go over the errors as a class and have
SS-SS, T-SS
them explain why the different sentences
are wrong. If they are still confused with
how they should be corrected work it out
with the class so they are not confused.
2. Go over homework from previous
class (Practice 8, 9 in the Workbook):
Have students check the answer with a
partner and have them give suggestions
SS-SS, T-SS
Time
30
10
min
5 min
15
min
on any additional pieces of information.

Then, share the answers with class.
Tangible Outcome & T. feedback/peer
feedback: Students will see their
mistakes and will be able to correct them
together.
7:007:30
36
Activity 1: Providing
Support and Debating
1.1 Pre-Stage:
1. Write the expression Good idea! on
the board and point out that it is an
informal expression of support.
Ask SS to think about what they say
when they want to show support for
someones ideas in a more formal
context.
2. Have SS read the introduction
independently.
Explain the introduction.
Tell them that they will be looking for
expressions of support in the next two
exercises.
3. Have SS do the exercise 7
independently, and go over the answers
as a class.
T-SS
2 min
SS
2 min
T-SS
S-S
SS-T/ T-SS
5 min
1.2. During Stage:

1. Have SS read the instructions and do
the exercise independently. Ask if they
have any questions or dont know
vocabulary words.
2. Then have SS compare their answers
w/ a partner and discuss.
3. Review answers with the class. Ask if
they have any questions.
S-S
3 min
SS-SS
3 min
SS-T/ T-SS
5 min
1.3 Post-Stage:
1. Read the instruction (exercise 9)
together, and divide SS into a group of
two and a group of three; Make sure SS
understand the instruction and story.
2. Assign each pair one of the two
positions on the issue, and have SS
SS-T/ T-SS
2 min
T-SS
SS-SS
3 min
brainstorm their supporting reasons and

examples. Ask SS to make notes while
discussing with a partner.
- Time it! SS will have 3 minutes!
Transition to #2: Do you

have any questions? Alright
then lets move on and
practice Grammar.
3. Then put pairs with opposing

SS-SS
positions together and have them discuss
the issue.
- Time it! SS will have ONE minute!
- Ts make notes of students errors
6 min
4. Ask each group to come to some sort

of resolution, and have groups report
their results to the class.
5 min
SS-SS
(This activity is designed to develop

fluency. It is bets not to interrupt SS to
correct errors. Make notes of Student
errors for review next class.)
feedback:
Students will make notes on the issues
and supporting ideas while discussing
with a partner. The teachers monitor the
students and writes down their strengths
and errors to be compiled and gone over
the next class.
7:308:06
38
Activity 2: Grammar (First, 2.1 Pre-Stage:
second and third
conditionals)
HAVE SS MAKE NOTES b/c there are
going to be many rules/ grammar
structures today!
1. Write the rules (below) on the board
T-SS
and explain them clearly with few
examples:
- First Conditional: if + present simple,
will + infinitive
- Second Conditional: if + past simple,
would + infinitive
- Third Conditional: if + past perfect,
would have + past participle
8 min
5 min
2. Explain the differences between the
conditionals in meaning.
Make sure SS understand all three
conditionals.
2.2. During Stage:
1. Pass the Exercise worksheets around,
and have SS work in pairs to fill in the
blank together.
SS-SS
2. Have selected students share the

SS/ T-SS
answers/ Go over the answers as a class.
(Ask if they have any questions!)
2.3 Post-Stage:
1. Write these two questions on the
board.
1) If you had $1,000, what would you
buy? (This is a Second conditional
question)
2) What would you have done if you
had been me? (This is a Third
conditional question)
Transition to #3: Do you
have any questions about
Conditionals? Okay then
lets look at page 137. It is
about Omitting IF in
Conditional Sentences, and
since we dont have enough
time to cover all these, today
we are just going to go over
few important terms
7 min
8 min
1 min
2. Have SS work with a partner and

SS-SS
discuss about the questions. Make sure
they answer with appropriate conditional
forms.
4 min
3. Ask each pair to present what his/her

partner is going to do (according to the
questions).
5 min

feedback: Students will make notes on
Conditional forms and grammar
structures/rules. SS will have a better
understanding of the various forms from
the notes they took during the
explanations and questions we had them
answer. Students will practice using the
various forms and gaining a better
understanding for each structure/rule and
their uses.
T-SS/ SS
8:068:44
14
Activity 3: Grammar (If
3.1 Pre-Stage:
deletion with SUB-AUX

inversion)
1. Write Subject and Aux. verb on the

board.
Ask SS if they know what they are, and
write their answers on the board.
Ts give examples:
- Subject: person, place, thing, or idea
that is doing or being something; you
can find the subject of a sentence if you
can find the verb.
- Aux. verb: Its like a helping verb. For
example, be, could, should, would etc.
T-SS/ SS-T
5 min
2. Have SS read the instruction (pg137)

and the examples in the box
independently.
SS
1 min
SS-SS
5 min
T-SS/ SS-T
3 min
3.2. During Stage:

1. Have SS work in pairs and have them
discuss about:
1) the structure- how If deletion with
SUB-AUX inversion works.
2) Have them figure out where is the
Subject and Auxiliary verb.
*MENTION*
If they want to omit If in Conditional
sentences, they have to know/ find out
where the Sub and Aux. verb.
3.3 Post-Stage:
1. Review where the Sub and Aux verb
Transition to #4 or Wrap-up: are and how the If deletion and
I understand we went
inversion works in the box on p137.
through a lot of rules and
structures today, but it is
going to make everything
feedback: Students will make notes on
easier for tomorrow. Okay,
Subject and Auxiliary verbs. Students
here is the exit ticket!
practice using the different conditional
forms and should feel more comfortable
using them. The teacher monitors the
students and writes down their strengths
and errors to be compiled and gone over
the next class.
8:448:58
Wrap-up
1. Have SS complete an exit ticket.
SS
2. Discuss the homework for the next

class. They are Practice 4 and 10 in the
Workbook.
T-SS
Materials: Audio file, laptop, exit tickets, pen, markers, textbook, workbook, error-sheets,
and Conditional Exercise worksheets.
Anticipated Problems & Suggested Solutions: Students may have difficulty with
Conditional structures. We may need to practice them more (making their own sentences
in written or spoken) and explain more clearly.
Contingency Plans (what you will do if you finish early, etc.): We can start Activity 1
(pg138) if we finish early. If we are running behind, we can start Omitting If in
Conditional Sentences next class.
2 min
8:589:00

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CEP Lesson Plan Template

Teacher/s: Jasmine Kim and Aaron Braten

Review or Preview (if

on any additional pieces of information.

1.2. During Stage:

brainstorm their supporting reasons and

Transition to #2: Do you

3. Then put pairs with opposing

4. Ask each group to come to some sort

(This activity is designed to develop

2. Have selected students share the

2. Have SS work with a partner and

3. Ask each pair to present what his/her

Tangible Outcome & T. feedback/peer

Activity 3: Grammar (If

deletion with SUB-AUX

1. Write Subject and Aux. verb on the

2. Have SS read the instruction (pg137)

3.2. During Stage:

1. Have SS complete an exit ticket.

2. Discuss the homework for the next

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