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 Conditional clause + main clause
(both clauses)? (F) Affirmative form: (If + subject + present simple), (subject + future simple [will + infinitive])
(The TEFL Academy)

While teaching the form, I will also cover the points stated below:
 We don’t use the auxiliary ‘will’ in the conditional clause (if clause).
 We can switch between the order of the clauses.
 When constructing a sentence with the conditional clause first, it’s advisable to use a
comma after the conditional clause and before the main clause. In cases where we
use the main clause first, we normally don’t put a comma after it finishes.
 In place of the auxiliary ‘will’ we can use other auxiliary verbs/modals. But for this
lesson we shall only practice with will.
2. What is the model sentence you will elicit to If Zaheer gets a lot of cash as Eidi, he will buy the latest Xbox.
begin your presentation?
3. What are the negative and question Model sentence in negative form: If Zaheer doesn’t get a lot of cash as Eidi, he won’t buy
(interrogative) forms of your model sentence? the latest Xbox.
(You might find there is more than one Form: (If + subject + present simple negative form [do + not + infinitive]), (subject + future
possibility, but you only need to show one simple negative form [auxiliary + not + infinitive])
negative and one question, then analyse the
forms.) Model sentence in question form: What will Zaheer do if he doesn’t get a lot of cash as
Eidi?
Form: Interrogative + will + subject + infinitive + if + subject + present simple
4. What is the function? (M) To talk about situations resulting from other possible situations likely to happen.
(Cambridge University Press, n.d.)

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 Time: future.
5. What do students need to know about the I will teach them the contraction of the auxiliary ‘will’ with the subject highlighting the fact
pronunciation, including sentence stress and that in spoken English such contractions are natural. At the same time, I will also tell them
intonation? (P) that in formal writing, such as an essay, it is best to avoid contractions. On the board the
(Think only about how the model sentence model sentence will not be in contracted form; but while teaching pronunciation I will
would normally be said.) quickly show on the board the contractions below the model sentence. 

Sentence stress and intonation: If Zaheer gets a lot of cash for Eidi, he’ll (he will) buy the
latest Xbox. For the model sentence in affirmative, for e.g., I will show that we stress the
main verbs, nouns, and the ending words. We will also drill he’ll from he will, etc. 

While for the negative form, we stress the auxiliaries in the negative form as well, If I don’t
get a lot of cash for Eidi, I won’t buy the latest Xbox. I will also show them that in connected
speech, native speakers will naturally pronounce ‘if I’ to ‘fai’, ‘get a’ to ‘ge-a’ and ‘lot of’ to
‘law-uv’. Bangladeshi English accent isn’t like the Indian English accent, but nonetheless
each word is pronounced even in connected speech. I won’t go into the details such as the
glottal T, just highlight that in natural speech we don’t hear each word being pronounced
individually. I’ll tell the students that we don’t expect them to talk like a native speaker but
knowing these will help improve their listening skills (Qualifi Unit 3, The Tefl Academy). 

For the intonation, it is important to show (rising and falling intonation) that we raise the
voice while ending the conditional clause and lower the voice while ending the main clause.
We also hear a brief pause, which we mark with the comma in written English. When we
change order of the clauses (main and then conditional) we don’t pause, and therefore our
intonation doesn’t change while saying the whole sentence in this flipped order. (Lebedev,
J. n.d.)

6. What is the context I will use to introduce the  I will use Eid as the context to conduct the warmer in introducing the topic and practise
form? (M) some vocabulary related to festivities (The TEFL Academy)

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  I’ll then extend it into the presentation stage with additional pictures to help elicit TL.
Eid is the biggest annual festival in Bangladesh. Children and adolescents look forward to
it as families go out for picnics, visit attractions like the zoo and theme parks. Gift-giving
is a big part of the festivities. Traditionally, clothes were offered to family and friends
along with a special gift of cash (Eidi) offered uniquely to the young. Nowadays, the
youngsters receive a significant amount of cash for Eidi. This enables them to buy things
that otherwise would be quite expensive for many parents to afford.
7. How will I try to elicit the first conditional from I will extend the context of Eid by showing the pictures (of Zaheer and Xbox). I will then
the students? elicit what’s happening in the pictures, eliciting the link. I will channel towards the idea that
Zaheer can fulfill his dream if he gets sufficient Eidi. Details are in the lesson plan and
teacher language document.
8. How will I encourage students to analyse the I will analyze the model sentence with the students, word by word, eliciting and questioning
form (S+V, etc.) themselves rather than just along the way. I will quickly take one of the student examples (which I will have obtained
telling them what it is? (F) and written on the board during the chain activity of the warmer stage) and verify that they
have understood the form correctly. Some of the items I will be eliciting are content words
(noun, verbs, etc.), the grammatical components such as the tenses present simple & future
simple in this case. I’ll be open, appreciative of their inputs, and encouraging. I’ve shown
this in the second part (eliciting the form) of the teacher language document.

9. What concept questions will I ask to check  Has Zaheer received his Eidi? (no, not yet)
students understand how the form is being  When are we talking? Present or future? (future) (The TEFL Academy)
used/what it means?  Is it possible that he will get a lot of cash for Eidi? (yes possible)
 Imagine that Zaheer doesn’t get a lot of Eidi. Can he still buy the latest Xbox? (No)
10. What timeline can I use to help students I will adapt from this diagram:
understand sentences such as 'If it's sunny
tomorrow, we'll go to the beach.'?

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 (See bibliography for source)
11. How will I get students to practise the  Choral drilling with mumble drilling and then varying volumes and speed to make it
pronunciation? more interesting for the students. (Jo Gakonga)
12. What controlled practice activities will the  Practise with a worksheet consisting of a clause matching activity and a gap-fill
students do? activity.
13. What freer practice activities will the students  Students will make affirmative and interrogative sentences using the worksheet they
do? got.
 They then ask each other questions and answers using sentences they have already
written. They will also be answering impromptu to unknown questions from their
partners.
 I created the activity with inspiration from an ESL activity using a different format
(board game) from eslkidsgame.com.
(See bibliography for source)

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