NOTE!!! DO NOT COPY DIRECTLY, USE AS REFERENCE
THIS WAS DONE BY ME AND IS THUS A DIFFERENT COMPARED TO OTHER VERSION ON MY PROFILE.
INCLUDED:
1. PPP Grammar Lesson Table
2. Lesson Plan and Paragraph.
3. Materials
4. Teacher Language
a) Eliciting
b) instructions to one of the activities
5. ...
Assignment B PPP Grammar lesson table – First conditional
If the bus is late (if clause), you will miss English class. (main clause)
1. What is the target form of the first The First Conditional
conditional (both clauses)? (F) IF CLAUSE (First conditional clause): if + subject + verb
e.g. If it rains, …
MAIN/RESULT CLAUSE: subject + will + verb
e.g., you will be wet.
2. What is the model sentence you will elicit I will define the first conditional. After the students know the definition, I will elicit
to begin your presentation? an example sentence, by making transportation the context for the lesson. I will
ask them what would happen if the bus was late. If no one can give an example to
use as the model sentence, then I will use:
MODEL SENTENCE: If the bus is late, you will miss English class.
3. What are the negative and question Model sentence in negative form: If the bus is not late, you will not miss English
(interrogative) forms of your model class.
sentence? Form: if + subject + is not + present verb, subject + will not + verb
Model sentence in question form: If the bus is late, will you be late for English
class?
Form: if + subject + present verb, will+ subject + verb +?
4. What is the function? (M) The first conditional is a possible occurrence and its outcome in the future.
5. What do students need to know about PRONUNCIATION:
the pronunciation, including sentence I have left (I+ will) separate, instead of I will, so that students can focus on how to
stress and intonation? (P) properly say the sentence (not using contractions is formal). This is also done so
that more stress can be put on “will”.
SENTENCE STRESS:
If the bus is late, you will miss English class.
INTONATION:
Question: Rises at the end of sentence.
Negative and normal: Rises at the start and falls at the end of sentence.
6. What is the context I will use to I will use the first conditional in my warmer to welcome the students hopefully
introduce the form? (M) subconsciously creating context for the lesson.
7. How will I try to elicit the first conditional I will give them the definition and tip them that I used it to welcome them.
, Assignment B PPP Grammar lesson table – First conditional
from the students?
8. How will I encourage students to I will encourage it from individual students, guiding two different students. One
analyse the form (S+V etc) themselves through the if clause and one through the result clause. Putting emphasis on if for
rather than just telling them what it is? (F) the if clause and will for the result clause. Asking them in what tense the part of
the if clause, after the if is, to elicit the tense. Repeating this with the result clause.
9. What concept questions will I ask to 1. Is the result in the past tense?
check students understand how the form is 2. In what tense is the result clause?
being used/what it means? 3. So, if the result happens it will occur in the future?
4. The if clause is it written in the present?
5. How many parts does the sentence have?
6. What are these two parts called?
10. What timeline can I use to help students I will use this timeline.
understand sentences such as 'If it's sunny
tomorrow, we'll go to the beach.'?
If it is sunny Result
tomorrow We will go to the beach
Present Future
11. How will I get students to practice the Drilling and practice activities.
pronunciation?
12. What controlled practice activities will Practice Stage: Receive a match if clause with main clause activity.
the students do?
13. What freer practice activities will the Produce Stage: Pass the Pig, freer group activity.
students do?
, Lesson Type: Grammar Level of Class Number Length of Assumed knowledge:
Lesson Aims: To introduce students of lesson Grammatical terminology: The students know the names of
to the first conditional to talk A2 student tenses they already learned, subjects, auxiliary verbs, negative
about general experience that might (Late s 60 mins forms and so on.
elementary/ 12 Tenses: The students are aware of and can use the present
happen in class.
pre- simple, Present continuous, past simple for common verbs and
intermediate) they know (will) for future events.
Lesson Objectives:
• Understand the difference between Teenagers (14- Anticipated problems:
present simple and future simple. 16 years old)
• Students might get confused with the use of Future
• Students will understand the perfect, compared to present or past perfect. This will
meaning and form by presenting the Nationality/first
language happen due to the two tenses being in the same
first conditional in context during the sentences. Solutions would be to practice and
Country: Japan
warmer. Language: completing the given activities as well to participate with
• Students will practice the form Japanese the teacher and class.
accurately by means of repetition • Some students might not understand the future perfect
and board activities. tense. Solution: Repeat and drill
• Students will practice the form of the • Students might get bored. Solutions make sure the
first conditional by playing the given board activities are interesting and make sure that
games in pairs. everyone is participating in the discussion.
Materials:
• Board
• Activities
• Grammar book
T/C= Teacher and Class, T/S= Teacher and individual
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