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 Clause 1: Present Simple
(both clauses)? Clause 2: Future Simple
If+ subject+ present simple, subject+ will+ base form of the verb.
For example: If I meet Beyonce, I will ask for her signature.
2. What is the model sentence you will elicit to During the warmer I will ask who their favorite celebrity is and write a few names on the
begin your presentation? board. To elicit the model sentence, I will ask “what will they do if they met their favorite
artist”, which will (hopefully) elicit a model sentence of, “If I meet Son-Tung M-TP, I will
take a photo.” (see teachers language).
3. What are the negative and question Model sentence in negative form:
(interrogative) forms of your model sentence? Form: If I don’t meet Son Tung, I won’t take a photo.
(You might find there is more than one possibility,
but you only need to show one negative and one Form: If +subject + do/does not+ present simple subject+ will not + base form of the verb
question, then analyse the forms.)
Model sentence in question form: If I meet Son-Tung M-TP will I take a photo?
If + subject+present simple, will+subject+base form of the verb.
4 What is the function? (M) To express an assumed situation and a future action or intention that is dependent on a certain
condition.

It helps learners to understand how to express possibilities, predictions, or intentions based

on certain conditions in the future and practice using conditional structures and future tense
forms correctly.

Revises/practices: I will=I’ll She’ll=She will etc.

5. What do students need to know about the Pronunciation.
pronunciation, including sentence stress and The pronunciation focuses on natural stress patterns and intonation to convey meaning
intonation? (P) effectively.

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(Think only about how the model sentence) Affirmative form:
would normally be said.) “If I meet Son-Tung M-TP” The stress falls slightly on “meet” and Son-Tung M-TP to
emphasize the condition.
“I will take a photo” The stress falls on “will” and “photo” to emphasize the consequence.

The “if” clause typically has a slightly rising intonation, indicating the result or action that
follows the condition.

Negative form:
“If I don’t meet Son-Tung M-TP”, The stress falls on “don’t”, “meet “and “Son-Tung M-TP
to emphasize the negative condition.

“I won’t take a photo”- The stress falls on won’t and photo to emphasize the lack of the
consequence.

The “if” clause still typically has a rising intonation will start slightly lower. The main clause
with the “won’t” still has a falling intonation.

Question Form:
“If I meet Son-Tung M-TP” Stress falls on “meet” and Son Tung M-TP to emphasize the
condition.
“Will I take a photo?” stress falls on “will” to indicate the question’s main verb, and on
“take” and “photo” to emphasize the action being asked about.

The intonation will start slightly lower, rise for “if” I meet Son-Tung M-TP and then
continue rising for “will I take a photo,” with a slight fall at the end.

Pronunciation of contractions also needs to be practiced and tested (We’ll, I’ll, he’ll, etc).

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6. What is the context I will use to introduce the Learners envision a real-life situation where they encounter their favourite celebrity.
form? (M)
7. How will I try to elicit the first conditional from I will use a sentence the learners came up with (for example I want to go to Bali, but I must
the students? enough money) and writing under it.
“_____________I have enough money, I__________ go to Bali.

I will ask the class which words should fill the gaps “if” and “will” is mentioned.
8. How will I encourage students to analyse the I will do Fill- in- the-Blanks Exercise. On the board, I will write sentences with missing parts
form (S+V, etc.) themselves rather than just and ask students to fill in the blanks with the appropriate words. For example:
telling them what it is? (F) If I ______________(meet) Son Tun M-TP, I___________ (take) a photo.

Then I will guide students through a series of questions that lead to discover it on their own.
For example:
• What is the subject of the sentence?
• Is the verb tense used in the “if” clause present or past tense?

9. What concept questions will I ask to check • Do you think meeting Son Tun M-TP is certain in this sentence? (No)
students understand how the form is being • What happens first in the sentence: meeting Song Tun M-TP or taking a photo?
used/what it means? (Meeting Son Tun M-TP)
• Did he already take a photo of Son Tun M-TP (No)
• What must happen for him to take a photo (He must meet Song Tun M-TP)
• Does I will mean the same as I’ll (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.’?

11. How will I get students to practice the Reading the sentences they create in the warmer, drilling during presentation stage reading
pronunciation? the flash cards during the controlled practice activity and a speaking exercise in the freer
practice.
12. What controlled practice activities will the Matching activity. Students make the first conditional sentences by connecting sentences
students do? halves written on A6 cards that I hand out. Each “if” needs to find if his or her matching card
“consequence.” Affirmative, negative and question forms are included. This is a quick
activity where I can see whether they understand the concept on the card, and they practice a
bit of reading by reading their classmate’s card to find their match.

This activity gets everyone up and moving, which helps wake them up a bit. Since the class
is small, it keeps things lively without turning into chaos.

Once the cards are matched up, the learner reads his or her card out loud, and stick them on
the board for the learners to copy onto their worksheets later. There is also short homework
assignment to practice the negative form.
13. What freer practice activities will the students Students will play a game called the “First Conditional Game.” I will start by saying a
do? sentence “if,” with” “if it rains”…….. Then the first student repeats the sentence and adds
what will happen, like “If it rains, I’ll stay in bed” After that, the next student changes the
ending to start with “if” and adds a new result. For example, “If I stay in bed, I will miss
class.” Each student has about ten seconds to make their sentence. If they can’t or make a
mistake, they are out of the game. The game continues until only student is left, and that
student wins.

© 2022 The TEFL Academy. All rights reserved

© 2022 The TEFL Academy. All rights reserved
© 2022 The TEFL Academy. All rights reserved