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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 conditional If clause (condition): If + subject + present simple + …
(both clauses)? (F) Main clause (result): Subject + will + infinitive + …
E.g.: If she wins the competition, she’ll travel to France.
2. What is the model sentence you will elicit to I will get the ideas for the model sentence in the warmer. The sentence will then be
begin your presentation? constructed and elicited with an example of what one of the students would buy if they got
money for their birthday. A.k.a. their birthday wish.
E.g.: If I get money for my birthday, I’ll buy a new bicycle.
3. What are the negative and question Model sentence in negative form:
(interrogative) forms of your model sentence? If I don’t get money for my birthday, I won’t buy a new bicycle.
(You might find there is more than one possibility, Form:
but you only need to show one negative and one If + subject + don’t/doesn’t + present simple + …, subject + won’t + infinitive + …
question, then analyse the forms.)
Model sentence in question form:
What will I (you) do if I (you) get money for my birthday?
Form:
Interrogative pronoun + will + subject + infinitive + if + subject + present simple
4. What is the function? (M) The first conditional is used to express the possibility of an event/action happening in the
future.
5. What do students need to know about the Speech contractions:
pronunciation, including sentence stress and • Affirmative form:
intonation? (P) The subject pronouns and the auxiliary verbs are normally contracted, if applicable.
(Think only about how the model sentence E.g.: If I get money for my birthday, I’ll buy a new bicycle.
would normally be said.) If I’m hungry at the party, I’ll eat some cake.
Et cetera.
, • Negative form:
The pronoun in the if clause stays as is whilst the do/does + not is contracted. The
auxiliary verb (will) in the main clause is contracted with the ‘not’.
E.g.: If I don’t get money for my birthday, I won’t buy a new bicycle.
Sentence stress:
The main stress in the conditional sentence is on the main verbs of clauses 1 and 2. Other
content words carry the secondary stress.
Intonation:
• Affirmative + Negative Form:
The intonation rises at the end of the if clause ( ) and falls at the end of the main
clause. ( )
• Question form:
The intonation rises at the end of the conditional sentence. (. )
6. What is the context I will use to introduce the I’ll introduce the form by discussing the students’ birthday wish lists and what they’ll buy if
form? (M) they get money for their birthday.
7. How will I try to elicit the first conditional from I’ll ask the students a first conditional question about what they will buy if they get money
the students? for their birthday. The reason for this is that it is an entirely new grammatical structure and
they’ll need some sort of guidance to form it.
E.g.
T: Megan, what will you do if you get money for your birthday?
Megan: I’ll buy a new bicycle.
T: Good. Now try to start your answer with the word ‘if’. If I…, then I…
Megan: If I get money for my birthday, I’ll buy a new bicycle.
8. How will I encourage students to analyse the - I’ll call students to the board to attempt the analysis of a specific thing I ask for.
form (S+V, etc.) themselves rather than just - With my guidance, the class will work together to analyse and peer correct any errors
telling them what it is? (F) made.
, - I’ll let the class analyse another sentence just to make sure that they see the general
pattern a first conditional sentence follows.
9. What concept questions will I ask to check Time:
students understand how the form is being Are we talking about the past, present of future? (Future)
used/what it means? Possibility:
Is Megan definitely getting money for her birthday? (No)
Can Megan buy a bicycle if she doesn’t get money for her birthday? (No)
But, if she gets money, will she first get the money or first buy a new bicycle? (Money)
Tenses:
What tense do we use in the if clause? (Present simple)
10. What timeline can I use to help students I will use a timeline to illustrate the two possible outcomes of the model sentence. This will
understand sentences such as 'If it's sunny tom emphasize the fact that there is a 50% chance of a conditional sentence becoming a reality.
orrow, we'll go to the beach.'?
11. How will I get students to practice the I will do some choral and individual drilling, as well as practice activities.
pronunciation?
, 12. What controlled practice activities will the Activity 1:
students do? - In pairs, students must put words that are written on individual pieces of paper into the
correct order to formulate a first conditional sentence. There will be 3 sentences to
rearrange. (There will be extra pieces of paper with other forms of the verbs written on
them to test if they know what tenses to use.)
- Students have a certain amount of time for each envelope.
- After each sentence, I’ll choose a pair to stick their sentence on the board (in the correct
order) on the board.
- If there are errors, elicit self-correction and encourage the class to help.
Activity 2:
- Students must do a worksheet where they must complete the conditional sentences by
matching them with the most appropriate pictures.
- They must create and write their own sentences (that describes the marching pictures)
to complete the first conditional sentences.
13. What freer practice activities will the students Activity 3:
do? - Students will be divided in groups of three.
- Each group must come up with 3 or more reasons why they should win the mystery prize
presented by the teacher. Make it clear that they must use conditional sentences.
- After the allocated planning time, each group must share their reasons with the class.
- After all the groups have gone, the class votes for the group they feel deserves the prize
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