This was the Lesson Plan I used with my Intermediate 3 class at the Community English Program at Teachers College, Columbia University. This lesson was planned for Week 7 Day 3.

1. TC CEP: Lesson Plan
Jik Kam Yong (jky2113) Intermediate 3 Wed, Mar 30 2016, 10-11am
Goal:
Students will perform communicative tasks on:
 Listening
 First Conditionals
Objectives: Students (S) Will Be Able To…
1. Listen to a song and note down the first
conditionals
2. Sing a song with the first conditionals
Theme: From Rags To Riches
Extensions: -
Aim/Skill/Microskill Activity/Procedure/Stage Int. Time
1000am
Listening
Comprehension
Handout
1. Load the Youtube video of Bruno Mars – Count On Me
2. Distribute handouts
3. Say, I want you to fill in the blanks so you listen to this song.
4. Play the song once.
5. In pairs, check if you have filled in the blanks correctly.
6. Say, I need a few volunteers to write the 4 sentences on the
BB.
7. As a class, sing the song together.
Tangible Outcome: S have the answers written in handouts.
Feedback: Peer & T.
Assessment: Glimpse at what they have written down.
T-S
S-S
4m
1m
2m
4m
1011am
First Conditionals
-
1. Say, in the new unit, we’ll talk about First Conditionals. I want
you to look at the examples on the BB. In pairs, talk about
what it means.
2. Write:
If [condition], [result].
If clause can also come after main clause.
[result] if [condition].
Relate it to one of the examples.
3. Ask how do you ask questions with “if”?
What if [condition]?
What will you do if [condition]?
Ask, I want you to take out a piece of paper. Write down 3
crazy questions with “if”.
4. Ask, S please stand up. 3 of your classmates will ask you a
question & you must answer the questions.
5. Take turns until every S has a turn.
6. Homework: SB p119#1#2 WB p89P1 p91P4
Tangible Outcome: S made questions with “if”.
Feedback: P answers question. T listens & corrects if necessary.
Assessment: Listens to students Q & A.
T-S
T-S
S-S
T-S
10m
5m
25m
2m
1048am
Eimi’s Speech
1. Allow Eimi to do her presentation.
2. Everybody write thoughts/feedback on a piece of post-it &
hand it to presenter.
S-S 5m

2. Materials:
 CB & WB
 Handouts
Anticipated Problems &
Suggested Solutions:

Contingency Plans (what you
will do if you finish early, etc.):

Post-Lesson Reflections:
Students enjoyed the song and they got to see first conditionals in an authentic situation. The
students needed more time to catch the words to put into the blanks because the song was fast and they
had some difficulty listening to English. This highlights the need for more listening activities. Perhaps I
should introduce in a simple and short TED talk or just a TV newscast one day for listening
comprehension.

3. (1) _____ youever_____ yourself stuckinthe
middle of the sea,
I _____ _____ the worldto findyou
(2) _____ youever _____ yourself lostinthe dark
and you_____ not see,
I _____ _____ the lightto guide you
Findout whatwe're made of
Whenwe are calledtohelpour friendsinneed
You can count on me like one twothree
I'll be there
AndI knowwhenI needitI can count onyou like
fourthree two
You'll be there
'Cause that's whatfriendsare supposedtodo,oh
yeah
Whoa, whoa
Oh,oh
Yeah,yeah
(3) _____ you _____ tossin'and you_____ turnin'
and youjust_____ not fall asleep
I _____ _____ a song
Beside you
(4) And_____ youever_____ howmuch youreally
meanto me
EverydayI _____
_____ you
Ooh
Findout whatwe're made of
Whenwe are calledtohelpour friendsinneed
You can count on me like one twothree
I'll be there
AndI know whenI needitI can count onyou like
fourthree two
You'll be there
'Cause that's whatfriendsare supposedtodo,oh
yeah
Oh,oh
Yeah,yeah
You'll alwayshave myshoulderwhenyoucry
I'll neverletgo
Neversaygoodbye
You know youcan
Counton me like one twothree
I'll be there
AndI know whenI needitI can count onyou like
fourthree two
Andyou'll be there
'Cause that's whatfriendsare supposedtodo,oh
yeah
Oh,oh
You can count on me 'cause I can counton you