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 Clauses:
conditional (both clauses)? (F)
If Clause (condition): If + Subject + Present simple.
Example: If she studies hard,
Main Clause (result): Subject + will + base form.
Example: she will pass the test.
Full structure (Positive Form):
Form 1: If + subject + present simple, subject + will + base form. (comma between clauses)
Example: If she studies hard, she will pass the test.
Form 2: Subject + will + base form + If + subject + present simple. (no comma between clauses)
Example: She will pass the test if she studies hard.
2. What is the model sentence you will elicit If she studies hard, she will pass the test.
to begin your presentation?
This sentence is effective because it is straightforward and relevant to A2 teenage students. The context of studying
and passing a test is familiar and meaningful to them, making it easy to understand and relate to. Additionally, the
sentence clearly illustrates the structure of the first conditional, with the present simple tense in the "if" clause and
"will" plus the base form of the verb in the main clause.
3. What are the negative and question Model sentence in negative form: If she does not (doesn’t) study hard, she will not (won’t) pass the test.
, (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: If she studies hard, will she pass the test?
possibility, but you only need to show one
negative and one question, then analyse Form: "If + subject + present simple + will + subject + base form”
the forms.)
4. What is the function? (M) The first conditional is used to talk about real and possible situations in the future. It expresses a condition that is likely
to happen and its probable result.
Key Functions:
a) Expressing Likely Future Events: It indicates that if a certain condition is met, a specific outcome is expected to
follow.
Example: If she studies hard, she will pass the test.
Function: This sentence suggests that studying hard is likely to lead to passing the test.
b) Making Predictions: It allows the speaker to make predictions about the future based on present actions or
situations.
Example: If it rains, we will stay indoors.
Function: This sentence predicts staying indoors if the condition of rain occurs.
c) Giving Warnings: It can be used to give warnings about potential future events.
Example: If you don't wear a coat, you will catch a cold.
Function: This sentence warns that not wearing a coat might result in catching a cold.
d) Offering Advice: It can be used to offer advice or suggestions.
Example: If you want to succeed, you will need to work hard.
Function: This sentence advises that working hard is necessary for success.
5. What do students need to know about Key Points for Pronunciation:
pronunciation, including sentence stress
Sentence Stress:
and intonation? (P)
,(Think only about how the model sentence In English, content words (nouns, main verbs, adjectives, adverbs) are typically stressed, while function words
would normally be said.) (auxiliary verbs, prepositions, articles) are usually unstressed.
In the model sentence, the stressed words are studies, hard, pass, and test.
Stressed words: If she studies hard, she will pass the test.
In negative sentences, the stress often falls on the auxiliary verbs "doesn't" and "won't," as well as on the main
verbs’ "study" and "pass."
Stressed words: If she doesn’t study hard, she won’t pass the test.
In questions, the stress often falls on the auxiliary verb "will" and the main verbs "studies" and "pass."
Stressed words: If she studies hard, will she pass the test?
Intonation:
The intonation typically rises slightly on the main clause to indicate the consequence or result.
In the if-clause, the intonation remains relatively flat or neutral. The overall intonation pattern often involves a
slight rise on the stressed words and then a fall at the end of the sentence.
Intonation pattern: If she studies hard, ↗she will pass the test↘.
Similar to positive sentences, the intonation in negative sentences typically rises slightly on the main clause to
indicate the consequence or result. The overall intonation pattern may involve a slight rise on the stressed words
and then a fall at the end of the sentence.
Intonation pattern: If she doesn't study hard, ↗she won't pass the test↘.
Questions typically have a rising intonation at the end to indicate that it is a question. The overall intonation
pattern may involve a rise at the end of the sentence.
Intonation pattern: If she studies hard↘, will she pass the test? ↗
Contractions:
Function words like "she," and "will," are often contracted in spoken English.
Example: "She will" often sounds like "she'll."
Negative contractions like "does not" becomes "doesn't" and “will not” becomes “won’t” in spoken English.
Example: "She does not" often sounds like "she doesn't."
Example: "She will not" can be contracted to "She won't."
Contractions help to maintain the rhythm and flow of speech, making the sentence sound more natural and
, fluent.
6. What is the context I will use to introduce In this lesson, the context is on “School Exams", expressing likely future events. It provides a backdrop for teaching
the form? (M) the first conditional form. It allows for an engaging and relatable discussion where students can explore how certain
actions can lead to predictable outcomes. This context helps students understand the cause-and-effect relationship
between studying hard and achieving success in their exams. By relating the first conditional to school exams,
students can see the direct relevance of the grammar point to their academic lives. This practical application not only
aids in comprehension but also encourages students to apply the language skills learned to their own study habits
and exam preparation.
7. How will I try to elicit the first conditional I'll begin the lesson by engaging students in a discussion about school exams. We'll discuss why they are important
from the students? for learning and how they help us understand what we've learned. Then, I'll ask if anyone in the class has a test
coming up soon or how they will prepare for the test. This will get everyone thinking about their own experiences
with tests and studying.
Next, I'll show a picture of a girl named Sarah. In the picture, the mid-term exams are coming, and Sarah is thinking
about studying in order to pass the test. I'll ask the class what they think is happening in the picture. I will elicit
responses such as Sarah looks like she's thinking about studying hard and passing the test.
Afterward, I will guide the students to identify condition and the result by asking the class what action Sarah should
do first and I will elicit responses such as study hard. We'll talk about how studying hard can help Sarah understand
the material better and that it’s the condition. Then, I'll ask them what might happen if Sarah studies hard, I will elicit
responses such as passing the test. We'll explain that passing the test is the result and it will happen after she
studies hard.
As the students share their responses, I will emphasize the cause-and-effect relationship between studying hard and
passing the exam. This is called the first conditional. It helps us talk about what will happen in the future based on
what we do now.
Finally, I will guide the students in creating the model sentences by joining the two clauses to form the first
conditional based on the scenario provided. For example, I will prompt them to say, "If she studies hard, she will
pass the test," thereby eliciting the model sentence from the students.
8. How will I encourage students to analyse I'll start by writing the model sentence on the board for all students to see: "If she studies hard, she will pass the
the form (S+V, etc.) themselves rather than test." This example provides a clear starting point for our discussion.
just telling them what it is? (F) I will use guided questions to encourage students to delve into the structure of the sentence and identify its
