Assignment B - Lesson Plan Form and Paragraph

To introduce the first conditional for the function of talking about

events that are likely to happen.
Lesson Type: Grammar Lesson Aims:
To contrast the use of future simple and present simple in sentences.
To provide controlled and freer practice of the first conditional in
this function.

Students will understand different uses/functions of first condi-

A2 (Late elementary/ tional and produce the sentences accordingly.
Level of Class: pre-intermediate) Lesson Objectives:
Teenagers (14-16 years old) Students will use first conditional communicatively through playing
controlled and freer practice activities.

Students would already know present simple, present continuous,

past simple for common verbs, and would be familiar with will for fu-
Nationality/First
Chinese Assumed Knowledge: ture events.
Language:
They would be familiar with grammatical terminology such as the
names of the tenses they already know, subject,
auxiliary verb, negative form, etc.
Length of Lesson: 60 mins Anticipated Problems :
Anticipated problems:

MEANING
Learners will find it difficult to differentiate when to use the first and
the other conditional.
Solution: I will establish students that the difference is about
probability.

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 FORM
Learners make errors because of the language transfer Solution: I
will provide practice opportunity with feedback and error correc-
tion to help reshape the learners developmental process.
PRONUNCIATION
Learner can not hear the indistinctively pronounced if “will/would”
nor produce them, so they often sound too forced.
Solution: I will ask the students to practice listening and drilling of the
given conditional sentences.

- Illustration picture what will be pined onto the

whiteboard
- Handouts
- 2 controlled practice activities
Number of Students: 12 Materials: - 1 freer practice activity
- Homework
- copy of board plan for teacher to use during
presentation
- Dice and counters & score sheets

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 Assignment B - Lesson Plan Template

The presentation stage must be of your own design.

If you need to, subdivide each stage.

Timi Inter-
Stage Aim ng action
Teacher Activity Student Activity

To expose the students Before students enter the classroom, arrange all the
Warmer talking and introduce a materials to be used in the presentation and put the
context for target language illustration picture on the board.

5m C Ask students to come in and settle down. Student Listen to instructions.

will see a picture of a kid.
Ask students what are their thoughts about the Students share their answers on
picture “Can you guess what he is thinking?” what the kid is thinking.
(referring to the picture on the board)

Corrections
Encourage all students to participate in the activity
and make some necessary corrections. Students correct sentences on
5m Pairs of 3
the activity.
Feedback and corrections on activity were
necessary

Introduce students to
Elicit target language
2.Presentation form, function and 1m T-C
Thank and praise the students. Select one given
pronunciation
answer e.g. “Going to College”.
Check understanding 2m T-C Ask the student who gave the answer Students give ideas and an-

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 e.g. “Going to university”, then try to elicit the swers.
question – “What you will do if you want to go to
university? Students start to give ideas
and answers using the target
If anyone produces the target language (affirma-
language.
tive) begins “IF”, praise them and ask them to re-
peat it. Students repeat in chorus.
If not, say OK, listen to me and say it clearly.
Get everyone to repeat in chorus a couple of Students tell the teacher what
times for pronunciation. to write..
Write all the answers on the board while the
students dictate what to write.
Ask the students about their answers written on the
board “can this happen?” Acknowledge that just
The Students respond “yes”.
“yes” is the right answer but elicit the whole
sentence.
Ask the students and elicit more about the target The Students start to give
language e.g. If you were the kid in that picture, ideas and answers using
what else would you like to think? the target language.

2m T-C Make sure that they already understand the tar-

get language and begin introducing the meaning.

Ask if anyone knows the name of the tenses used in

the given examples. The Students respond “Present
tense, Future Tense.
3m T-C Elicit the form by looking at examples on the
board. “If he passes the exams, he’ll go to Students respond
university.” “Present Simple, Future

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 Ask the students what are the most common
tenses in the first conditional.
Simple”
Ask the students to identify the “IF clause”in the Students analyze the form
given example.
Ask the students to identify the “RESULT clause
“in the given example.
Check concept
The teacher will ask the concept questions to
check students to understand the function and
how the target language is used.
Students answer concept
3m
TIME: are we talking about the past, present or questions
future? (present) POSSIBILITY: Is it unlikely to
happen? Or likely to happen? (likely to happen)
“Going to College”, was in the past? Is it in the
present? or will it be in the future? (in the future?)

Check pronunciation (Drill affirmative forms)

Students repeat chorally and
2m Ask the students if the intonation goes up or down
individually
while reading the sentences on the board

To make sure students Ask the students to work with a partner. Look at
understood the concept of the examples on the board.
first conditional. (Practice
3. Controlled 3m Choose and create a mini dialogue.
with affirmative and T
Practice
Interrogative form)

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 While students work, monitor and help as
5m T
necessary and select examples to perform in class

Ask the groups to complete the sentences in as

many ways as possible, so that each sentence is
Completing the clauses Pairs work on this task and
in the first conditional. Encourage the students to
with affirmative, negative 5m Pairs practice saying the sentences
and Interrogative form be imaginative and creative. and questions together.

Teacher monitor and helps

To make students
communicate and practice
natural conversations
Freer Practice Guidance for the game. Students work in groups.
using present simple and 2m T-C
– Board Game future simple for asking
general experience that are
likely to happen.
Students tune in on the game
Show understudies game board, dice, counter, instructions.
2m T shake the bones and turn.

Hand-out equipment for the game Students play the game and
15 Group record points on the score
Teacher monitor and notes mistakes for input. sheet.

Plenary To make students use the 5m T-C Find out who has the most noteworthy score in
new tense in a real each group and across the entire class. Give in-
situation and make sure put with heaps of acclaim for what they have
they understood the

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 progressed admirably.
lesson.

Elicit rectifications for basic mistakes identify-

T-C ing with the target language.

Why I chose these activities and materials for this lesson?

 Explain and justify your choice of teaching aids (board, visual aids, etc.), activities and materials for this A2 class of teenagers aged 14-16. (100-150
words)
The preferred worksheet materials, pictures, and the timeline to interpret the present and future simple using the whiteboard. The timeline is a
description of the tenses. It helps students understand the first conditional without using words that they may not know or in the student's
native language. Furthermore, it benefits students with visual learning to understand the concept of tenses better. The activity worksheets for
the controlled practice and freer practice activity (board game) aim to provide a target language that will improve the student's ability to create
sentences using the newly learned tense considering they interact. Overall, the activities and materials used will amplify the students to
interact and practice conversations using present simple and future simple to talk about things that might happen in the future.

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