Assignment B - Lesson Plan Form and Paragraph

 To introduce students to the first conditional for events that are

likely to happen.
Lesson Type: Grammar Lesson Aims:

 Students will learn how to form the first condition and how it
functions during the presentation stage.

 Students will practise producing the form accurately (controlled

A2 (Late elementary/ practice) using a worksheet with affirmative, negative, and
Level of Class: pre-intermediate) Lesson Objectives: interrogative forms of the first conditional.
Teenagers (14-16 years old)
 Students will practise fluency with group speaking activities.

 Students will get homework to get introduced to other uses of the

first conditional.
 Students have already learned future time (will and going to),
modals (can/could).
Bangladeshi. The first
Nationality/First language is Bengali, but they
Assumed Knowledge:  They can use present simple well.
Language: have had good exposure to
English since their childhood.
 They know basic grammatical terms, such as subject, verb, object,
gerund, and infinitive. (Model lesson plan, The TEFL Academy).
Length of Lesson: 60 mins Anticipated Problems: 1. Syntactic differences between English and Bengali. For example, the
model sentence If Zaheer receives a lot of cash as Eidi, he will buy
the latest Xbox in Bengali (literal translation) is If Zaheer Eidi for a
lot of cash receives, he latest Xbox buy. 

2. There is only one future tense in Bengali. It is complicated because

the verbs are subject to inflection according to person, number, and

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 politeness. Again, taking the above example of the model sentence,
in the literal translation, the main clause states ‘he latest Xbox buy’.
The buy here will be inflected.   

3. Pronunciation problems with fricatives f, v, and z. Bengali phonol-

ogy does not have fricatives. In case of incorrect pronunciation,
show them the place and manner of articulation.

4. As a teacher, it might be a challenge to refrain from using other

modals to form the future simple. 

5. The students are not well versed with future tenses. They might
use going to or other wrong forms. 
 Picture of Eid Celebrations for introducing context and topic.

 Pictures of a boy receiving Eidi and the latest Xbox while eliciting
the first conditional form.

 2 handouts for each student: 1 controlled practice worksheet, 1

Number of Students: 12 Materials: freer practice worksheet.

 Answers poster of the controlled practice worksheet (pre-written on

A3-sized sheet of paper). To be attached to the whiteboard with Blu
Tack.

 Blu Tack, whiteboard markers, and duster.

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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.

Inter-
Stage Aim Timing
action
Teacher Activity Student Activity

Warmer Break the ice, introduce  Put up the Eid celebration picture on the board before
context for the target the students come in.
language and practise
 Greet students and elicit ‘Eid’, pointing to the picture Students walk in, take a seat, and
vocabulary related to 1 min T-Class
on the board. listen to the teacher.
festivities (The TEFL
Academy)
 Ask students what they do and what happens in Students respond with their Eid
7 mins T-Class
their life in general during Eid. festivities.
(8
- If a student comes up with Eidi (ideal if they already
mins
come up with ‘I/we get Eidi’), note it down on the
for
board. Note other interesting points which can be
stage)
used as first conditional examples (e.g., if a student
says she/he goes to the zoo with her family, grab it.
Zoos and other public attraction facilities remain open
during Eid in Bangladesh).

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 Introduce students to form, 6 mins T-Class Elicit target language:
function and pronunciation.
Presentation Check student  Show a picture of a boy receiving Eidi and Xbox and Students respond to elicitation.
understanding (The TEFL elicit
Academy) - Elicit what’s happening in the picture of Eidi and
what the console is (some students might not
know what Xbox is). Students listen to the extension
- Tell them that this is Zaheer. He dreams of buying of the context.
the latest Xbox. It is unaffordable for his family.
With Eidi, this dream will be possible.
- Ask them to imagine that during the next Eid he
receives a sufficient amount of Eidi to buy the
Xbox. Students respond to elicitation.
- Elicit the 2 situations in the future from the
students. They are likely to come up with Zaheer
going to buy Xbox and sentences as such. Try to
elicit the correct forms with will.
- Once you have Zaheer gets a lot of cash for Eidi
and he will buy the latest Xbox, elicit if.
Check form and pronunciation (I find it easier teaching
T-Class
pronunciation simultaneously while checking form and
concept)
 Elicit sentence and clause (by A2 they have learned
5 mins
these already).
 Elicit the 2 clauses (main and conditional, they likely A student responds, e.g., 2 parts.
do not know this). E.g., how many parts are there in
this sentence? What do we call this clause….and this
one?
 Elicit the relationship
- between the clauses, the dependency of the main
clause on the conditional clause (the condition
must be met for the result to happen). Try

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 avoiding the ‘dependency’ here as this can give
rise to complications explained in the following
point.
- Some students might already be aware that the
conditional clause is also called a ‘dependant’
clause. Be prepared to answer a query in this
regard. E.g., we call the conditional clause a
dependant clause because alone it doesn’t give us
meaning, it is unfinished, and we don’t know
what it is talking about. While if we read the main
clause just by itself, we can understand what’s
happening.
- The fact that in a conditional sentence, for the
main clause to happen, it depends on the
condition to be met (in the conditional clause),
can be very confusing for students with the
conditional clause being known as the dependant
clause as well.

2 mins T-Class  Elicit form

- Affirmative form: (If + subject + present simple),

(subject + future simple [will + infinitive]). ‘If Students take notes.
Zaheer gets a lot of cash for Eidi, he’ll buy the
latest Xbox’, check on the contraction and full of
‘he will’.
- Check intonation, stress, and rhythm. Teach rising Students mumble the sentence
intonation for conditional clause and falling several times and then repeats
intonation for the main clause with stress on normally along with the teacher
content words and ending words for the clauses. (they have been taught these
Mumble drill then drill normally. techniques in previous lessons).

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 - Interrogative form: (Interrogative + will + subject Students mumble the sentence
+ infinitive + if + subject + present simple). What several times and then repeats
will you do if you get a lot of cash for Eidi? normally along with the teacher.
Mumble drill then drill normally.

Check concept and pronunciation (I would teach the negative Students respond to ccq.
3 mins T-Class
form in this part as I feel doing that right after concept
checking would reinforce their understanding of the meaning)
(16
- Has Zaheer received his Eidi? (No, not yet)
mins
- When are we talking? Present or future? (future)
for
(The TEFL Academy)
stage
- Is it possible that he will get a lot of cash for
24
Eidi? (Yes possible)
mins
- Imagine that Zaheer doesn’t get a lot of Eidi. Can
total)
he buy the latest Xbox? (No)

 Inform meaning (used to talk about future events Students take notes.
likely to result when a condition is met)

 Negative form: (If + subject + present simple negative Students take notes.
form [do + not + infinitive]), (subject + future simple
negative form [auxiliary + not + infinitive]). If Zaheer
doesn’t get a lot of cash for Eidi, he won’t buy the
latest Xbox.
- Elaborate on the inflection does not for 3rd person Students mumble the sentence
singular and the contraction doesn’t. Mumble several times and then repeats
Drill then drill normally. normally along with the teacher.
- Verify contraction and full form won’t.

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 Practice affirmative form of 1 min T-Class  Hand out worksheet 1 and give instructions for the 2 Students listen to instruction.
the first conditional exercises.
Controlled
Practice - Ask the students to match the sentence in Exer-
cise 1.

3 mins  Monitor and help as necessary. They do the activity individually.

2 mins Whole They note correction answers.
(6 class  Put answers on board.
mins)
Practice negative and inter- 1 min T-Class  Ask students to do the gap-fill now. Students listen to instruction.
rogative form of the first
conditional 3 mins  Monitor and help if necessary. They do the activity individually.

2 mins Whole  Put answers on board. They note correction answers.

(12 class
mins
for
stage,
36
mins
total)

Freer Practice Preparation for the follow- 1min T-Class  Ask students to quickly form groups of 3. They re-arrange themselves.
ing speaking activity
1min T-Class  Give each group a set of 3 worksheets (set a, b and c). Each student takes one
worksheet.
2 mins T-Class  Explain clearly the 2 parts activities.
- First, they complete the worksheet individually, They listen to the instruction.
writing one affirmative first conditional sentence
for each of the 5 given situations. Then they will
write an interrogative sentence for each.

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 - Point out that an example is already given on the
top of the worksheet.

4 mins S  Ask the students now to do the task on the Students fill out the worksheet
(8 worksheet. with affirmative and interrogative
mins) forms of the first conditional.
10 T-Class  Once completed, the students will converse with each
Practise natural conversa- mins other using the questions they have written.
tions using first conditional (18 Groups Encourage the students to ask back the same
for talking about things that mins -threes question to the person who first posed the question.
are likely to happen (The for  Explain to the students that they already have their Students listen to instructions
TEFL Academy) stage, answers, but what’s interesting in this activity is that
54 they will hear how and what their classmates respond
mins to the same situation.
total)  Encourage them to be realistic and think but also to
be comfortable doing this activity and not be too
serious. Students observe the example
 Show an example with a strong student. being played out by the teacher
and strong student.
 Ask students to now do the speaking activity.
Students discuss with group
 Monitor for errors but don’t interfere (take note for members.
correction spot).

Plenary Summarize and wrap up 4 mins T-Class  Conduct correction spot. Students note corrections as
the lesson. Give homework relevant.
to extend the exposure of 2 mins T-Class  Ask students if they have any questions.
the first conditional. (6 Students ask few questions.
mins  Set homework
for - Ask the students to find out other situations we
stage, can use first conditional to talk about [I’m looking Students note homework
60 for possible plans, promises, warnings, threats, instruction in their diaries.

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 mins persuading someone, etc. (Woodward)]. English
total) lessons are very grammar-heavy in Bangladeshi
schools, so this won’t be too much for the
students to handle. They will report the situation
in the next class.
- Write this as homework instruction on the board:
Find out other ways we use the first conditional
tense in English. Write down the ways and
example sentences.

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)
I’ve used appropriate pictures to invoke the context (Eid) and extend the context (Zaheer and Xbox) to a precision that helps with target language
elicitation.

The controlled practice I have designed extends accurate usage of the grammar learned in all 3 of the forms. I have opted for personal examples in the
freer practice (model lesson plan) to make it interesting for this group. This will give them productive skills practice using the grammar. The preparation
will help them speak more fluently during the second part.

On the board, I’ve left the student examples in case some students need to refer to them at any given stage during the lesson. I’ve also kept the board
work to a minimum keeping the time factor in mind.

I’ve designed homework that introduces students to other uses of the first conditional. We will work on these in the next class. This way, they don’t have
to learn too much on the first day and gradually advance with the first conditional utilisation.
168 words

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