THE TEFL ACADEMY Complete Assignment B [First Conditional - Giving Warning]
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TEFL Teacher Training
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TEFL Teacher Training
This is a recent and complete Assignment B for The TEFL Academy Level 5 TEFL Course, with all five parts and the bibliography combined. The assignment focuses on grammar, specifically the first conditional, with the chosen context being GIVING WARNING. My model sentence was: "If you touch a hot sto...
Assignment B - PPP Grammar Lesson Table: First Conditional
NB: Look at the model provided and make sure you understand what MFP refer to here. See Units 2 and 7. For example, in number 4 in the table
below, we do NOT mean 'What is the function of the lesson'!!!
1. What is the target form of the first The first conditional has two clauses: the "if" clause (condition clause) and the main clause.
The If Clause (condition clause) is the part of the sentence that expresses a condition. It usually
conditional (both clauses)? (F)
starts with "if" and is followed by a present tense verb.
And the main clause is the part of the sentence expresses the result or consequence of the
condition being met. It usually contains the future simple with the modal verb "will" followed by
the base form of the verb.
Both clauses can be ordered in different ways, with the if clause coming first or the main clause
coming first. When the if clause comes first, we use a comma to separate the clauses.
If Clause: If + Subject + Present simple.
Main Clause: Subject + will + base form.
Positive Form:
If + subject + present simple, subject + will + base form.
OR
Subject + will + base form + If + subject + present simple.
2. What is the model sentence you will elicit Model sentence: If you touch a hot stove, you will burn your hands.
to begin your presentation?
This sentence is simple, relatable, and is a great way to introduce the concept of the first
conditional to A2 level students. It effectively demonstrates the structure of the first conditional
by presenting a clear cause-and-effect relationship: if a specific action is taken (touching a hot
stove), a predictable outcome will follow (burning your hands). This sentence not only highlights
the structure of the first conditional but also sets a solid foundation for further exploration of the
topic and engages students by addressing a common scenario in their everyday lives.
3. What are the negative and question Model sentence in negative form: If you don't touch a hot stove, you won't burn your hands.
, (interrogative) forms of your model Form: If + subject + do/does not + base verb, subject + will not (won't) + base verb.
sentence?
(You might find there is more than one Model sentence in question form: Will you burn your hands if you touch a hot stove?
possibility, but you only need to show one Form: "Will + subject + base form + If + subject + base form?"
negative and one question, then analyse
the forms.)
4. What is the function? (M) Predicting Future Outcomes: This conditional is often used to make predictions or forecasts
about future events or actions based on current circumstances. It allows speakers to anticipate
the likely consequences of certain actions or conditions.
Making promises or warnings: The First Conditional can also be used to make promises or
deliver warnings based on certain conditions.
Giving advice: In conversations, people might provide suggestions or advice based on possible
future outcomes using the First Conditional.
Discussing hypothetical situations: Using the First Conditional, people can convey their
thoughts or opinions on the potential consequences of certain actions.
5. What do students need to know about Sentence Stress:
pronunciation, including sentence stress
and intonation? (P) When it comes to sentence stress, content words (nouns, main verbs, adjectives, adverbs) are
typically stressed more than function words (pronouns, prepositions, conjunctions, auxiliary
(Think only about how the model sentence
verbs). In the model sentence “If you touch a hot stove, you will burn your hands.”, the stressed
would normally be said.) words are likely to be: "touch," "hot," "stove," "burn," “hands.”
So, when saying the sentence the stress will be like: IF you TOUCH a HOT STOVE, you will
BURN your HANDS.
In negative form, the content words are stressed as well, especially the negatives "don't" and
"won't," as they carry important meaning and emphasize the negation.
So, when saying the sentence the stress will be like: If you DON'T TOUCH a HOT STOVE, you
WON'T BURN your HANDS.
In question form, the main stress typically falls on the main verb "burn" and the key action "touch
a hot stove."
So, the question will be stressed like: WILL you BURN your hands if you TOUCH a HOT STOVE?
Intonation:
, The sentence starts with a conditional clause ("If you touch a hot stove") and usually has a rising
intonation at the end of this clause, signaling that more information is coming.
The main clause ("you will burn your hands") typically has a falling intonation, indicating the end
of the statement.
In the negative form, the intonation will rise slightly on "stove" and fall on "hands," as it is a
declarative sentence.
In the question form, the intonation will rise at the end of the sentence ("stove") to indicate that it
is a question.
Contractions:
Students should pay attention to how sounds link together naturally in speech. For example,
"touch a" might be linked and sound like "touch-a."
Similarly, "you will" often contracts to "you'll" in natural speech and in negative form do not and
will not often contracts to don’t and won’t.
6. What is the context I will use to introduce I will use the context of giving warnings about kitchen safety. This context is highly relevant
and relatable, as students can immediately connect with the practical application of the
the form? (M)
conditional. This context not only engages their interest but also emphasizes the real-life
implications of making safe choices. This approach promotes a deeper understanding of the first
conditional and instills a sense of responsibility and awareness of the potential risks in various
situations, making the learning experience more relatable and impactful for teenage students.
Using this context not only makes the grammar point relevant but also reinforces the importance
of responsible decision-making in their daily lives.
7. How will I try to elicit the first conditional To elicit the first conditional from the students, I will display three pictures: one with a child, one
with a hot stove, and one with burnt hands. I will place the pictures side by side to show a
from the students?
sequence of events and ask the students what they think the pictures are trying to convey. This
will grab their attention as they try to decipher the message the images are presenting. We will
have a class discussion about the pictures.
I will elicit responses such as "there is a child," "a hot stove," and "a child with burnt hands."
Then, I will ask the students if they can describe what happened, aiming for responses like "I think
the child touched the hot stove and got burnt." Next, I will ask the students how they can warn
others not to do the same thing, guiding them to combine the condition and the consequence. For
example, I will help them formulate the sentence, , "If you touch a hot stove, you will burn your
, hands." Through this process, students will understand how to form and use the first conditional
to give warnings.
8. How will I encourage students to analyse I will begin by writing the model sentence on the board: "If you touch a hot stove, you will
burn your hands." Breaking the sentence into two parts, I'll present "If you touch a hot
the form (S+V, etc.) themselves rather than
stove" and "you will burn your hands." Using guided questions, I'll encourage the students to
just telling them what it is? (F) identify the if-clause and the main clause and explore the structure of each. For instance, I'll ask,
"What are the two parts of this sentence? What do you notice about each part?"
Further guiding the students, I'll pose questions to help them identify the subject, verb, and other
elements in each part of the sentence. For example, I might ask, "What action is described in the
first part?" (touch), "Who is performing the action?" (you), "What action is described in the second
part?" (burn). Their responses will be noted on the board, and we'll discuss each part separately.
Moving on, I'll have the students analyze another example, such as "If you play with a knife, you
will cut yourself." I'll prompt them to compare this example with the model sentence to identify
patterns, similarities, and differences. They'll identify the subjects and verbs in the second
sentence and share their findings with the class. Guiding them to recognize the pattern: "If" +
subject + present simple verb, subject + "will" + base form of the verb.
Finally, I'll ask the students to generate more examples using this pattern, either individually or in
pairs, fostering their understanding through active engagement and application of the first
conditional structure.
9. What concept questions will I ask to check I will use the model sentence to ask concept checking questions "If you touch a hot stove, you will
students understand how the form is being burn your hands.
used/what it means? 1. How many parts does the sentence have? (Two)
2. What tense is used in if clause? (Present simple)
3. What tense is used in the main clause? (Future simple)
4. Is the cat scratching you right now? (No)
5. What is the condition presented in this sentence? (If you touch a hot stove)
6. What will happen if the condition is fulfilled? (You will burn your hand.)
7. Does this sentence help us predict what might happen in the future? (Yes)
8. Is the speaker telling you about something good or bad that might happen? (bad)
9. Is this sentence trying to help you avoid a problem? (Yes)
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