Assignment B - PPP Grammar Lesson Table: First Conditional
ü 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 + S + present simple, + future simple (will + Infinitive)
(both clauses)? (F) If I have enough eggs, I will make a Spanish omelette.
Future simple (will + infinitive) + if + S + present simple
I will make a Spanish omelette if I have enough eggs.
2. What is the model sentence you will elicit to I will begin by asking them a simple question, e.g. ´Do you think it will rain today? I want to
begin your presentation? go for a walk this evening, but I don´t know how the weather will be´, from that, I´ll elicit the
model sentence E.g., ‘If the weather is nice this evening, I will go for a walk’.
3. What are the negative and question Model sentence in negative form: If the weather is not /(isn´t) nice this evening, I will not/
(interrogative) forms of your model sentence? (won´t) go for a walk
(You might find there is more than one possibility, Form: If + S + am/is/are + not, S + will + not + Infinitive
but you only need to show one negative and one
question, then analyse the forms.) Model sentence in ques on form: 1. Wh-ques on: What will you do if the weather is
nice this evening?
Form: Wh-question + will + Infinitive + if + present simple?
4. What is the function? (M) ti to talk about future
We use the first conditional ti situations that we believe are real and
possible. There is a 50% chance that the first part of this sentence (the action following ‘if’)
will occur. And if that happens, the imagined result is 100% certain. Unlike the Second
conditional, here the speaker doesn´t know the outcome beforehand.
5. What do students need to know about the In Spain, some native Spanish speakers add a soft /g/ sound at the beginning of the /w/
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, pronunciation, including sentence stress and sound; as a result, /w/ sounds like /gw/. so ‘will’ sound like /gwill/ or ‘would’ sounds like
intonation? (P) /gwud/, Or sometimes they pronounce /w/ as /v/. I will make my students repeat the
(Think only about how the model sentence sentence many times and ask them to be mindful of /w/ sound in the English language.
would normally be said.)
Sentence stress: If the weather is nice this evening, I will go for a walk
Intonation: The tone rises in the first clause and falls gradually in the second clause
6. What is the context I will use to introduce the Plans for this evening/this weekend
form? (M)
7. How will I try to elicit the first conditional from At first, I'll talk about my plans to go for a walk. Then I'll say that it is an outdoor activity,
the students? which depends on the weather condition. Once the context is defined, I'll make them
participate and share their ideas/thoughts, and that will help me elicit the first conditional
8. How will I encourage students to analyse the Firstly, I will write the model sentence and other conditional sentences generated from it
form (S+V, etc.) themselves rather than just on the board. And then I'll ask my students to analyse; if they get stuck, I'll give them a
telling them what it is? (F) hand.
9. What concept questions will I ask to check Example sentence: If I have enough eggs, I'll make a Spanish Omelette tomorrow.
students understand how the form is being Do I want to make a Spanish Omelette tomorrow? (Yes)
used/what it means? Are we talking about past, present or future? (Future)
Do I have enough eggs? Yes or no or I don´t know? (You don´t know)
What's the possibility of having enough eggs? 0%, 50%,100%? 50%
So, If I have enough eggs, will I make a Spanish Omelette tomorrow? (YES)
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,10. What timeline can I use to help students
understand sentences such as 'If it's sunny
tomorrow, we'll go to the beach.'?
l will use this adapted timeline as it shows two clear possibilities.
11. How will I get students to practise the Drilling and practice activities.
pronunciation?
12. What controlled practice activities will the 1. Control Practice Activity 1a
students do? • Choose the correct option to fill the gaps
2. Control Practice Activity 1b
• Complete these first conditional sentences
3. Match the second halves of the sentences with the first halves
13. What freer practice activities will the students 1. Conditional Story Chain
do?
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, Assignment B - Lesson Plan Form and Paragraph
ü By the end of the lesson, students will understand and know
how to use the first conditional to talk about events that are
likely to happen and will complete controlled and freer
practice activities producing this form.
Lesson Type: Grammar Lesson Aims:
ü Students will be able to contrast the use of future simple and
present simple in first conditional sentences.
ü In the warmer/lead-in stage, students will understand and
A2 (Late elementary/ learn form and function through presentation in a clear
Level of Class: pre-intermediate) Lesson Objectives: context.
Teenagers (14-16 years old) ü Students will do accuracy based/restricted activities (control
practice) and fluency based activities (freer practice)
ü Students know present simple, present continuous, past
simple and future simple. They understand the difference
between ‘I have a shower at 9 am’ and ‘I will have a shower at
9 am’.
ü They are acquainted with grammatical terminology such as
Nationality/First names of the tenses, subject, auxiliary verb, negative form,
Spanish Assumed Knowledge:
Language: etc.
ü Although most of the students are not familiar with the first
conditional, some of them might have a vague notion of the
first conditional form; therefore, the teacher will be able to
elicit the target language from the students at the start of the
presentation.
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