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 • "If" clause: Present Simple
(both clauses)? (F) • Main clause: Future Simple

2. What is the model sentence you will elicit to "If she practices every day, she will improve."
begin your presentation?
3. What are the negative and question Model sentence in negative form: "If she doesn't practice every day, she won't improve.
(interrogative) forms of your model sentence? Form: Present Simple (negative) + Future Simple (negative)
(You might find there is more than one possibility,
but you only need to show one negative and one Model sentence in question form: "Will she improve if she practices every day?"
question, then analyse the forms.) Form: Future Simple (interrogative) + Present Simple (interrogative)
4. What is the function? (M) Speculating about a possible future outcome based on a present action or situation.
5. What do students need to know about the In sentences like "If she practices every day, she will improve," it's important to emphasize
pronunciation, including sentence stress and certain words to make things clear. The important words here are "practices" and
intonation? (P) "improve." When you stress these words, it helps to show the action someone does and
(Think only about how the model sentence what we expect to happen.
would normally be said.) When you say the part with "if," it usually sounds a bit lower in tone, showing it's a
condition. Then, when you talk about what happens, it goes up in tone, showing it's the
result.
Imagine it like telling a story: When you say "If she practices" and "every day," you use a
lower tone, and when you say "she will improve," you raise your tone. This way of speaking
helps the listener understand what's conditional (the 'if' part) and what's the expected
result.
6. What is the context I will use to introduce the To introduce the first conditional, setting the scene matters. I will discuss real-life situations
form? (M) where actions lead to potential outcomes. I know that it is important for me to know my
class, if possible, so that I can provide relatable situations or scenarios for them. I will talk

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 about certain hobbies, sports, or any activity that benefits from regular practice or
commitment. For instance, I will discuss how a person's dedication to practicing a musical
instrument or a sport can influence their improvement.
By grounding the concept in familiar scenarios, learners will easily connect the grammar
lesson to their experiences, making it more relatable and understandable.

7. How will I try to elicit the first conditional from Getting students involved and interested in learning is really important. I will start by asking
the students? interesting questions that make them think about using the first conditional. For example, I
will ask them about their daily routines or goals, saying things like "What do you think will
happen if you study really hard for exams?" or "How do you think things might change if you
exercise regularly?"
I will encourage them to answer using an "if-then" structure, like making a prediction. I will
guide them to create sentences using the first conditional, helping them get comfortable
using it naturally in conversation. In this way, they will get to practice and understand how
to use the first conditional by themselves.
8. How will I encourage students to analyse the Instead of just telling students the rules, I will involve them in activities where they get to
form (S+V, etc.) themselves rather than just make their own conditional sentences. I will give them different situations or stories and ask
telling them what it is? (F) them to imagine what might happen. This way, they have to figure out how to say things
using the first conditional without me giving them all the rules right away.
It's like a puzzle they solve by themselves! The Inductive approach helps them figure out the
target language on their own by exploring and practicing. They will get to see how the
subjects and verbs match up in the "if" and main clauses without me telling them explicitly.
This approach helps them understand pronunciation, real-life situations, how to get
involved, and how to analyse their own sentences. It will build a strong foundation for them
to really get how to use the first conditional in a natural way.

9. What concept questions will I ask to check • How many clauses does the first conditional have? [Two clauses]

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 students understand how the form is being • How do we know it has two clauses? [ The use of the comma makes it clear to us]
used/what it means? • Is the ‘if’ clause Present Simple or Future Simple? [ Present Simple]
• The she, is it possible for her to improve? [Yes, it is possible]
10. What timeline can I use to help students I will adapt the following image
understand sentences such as 'If it's sunny
tomorrow, we'll go to the beach.'?

11. How will I get students to practice the To practice how to say first conditional sentences, there are a few ways that I can do it.
pronunciation? Students will repeat sentences together when I do a choral drilling exercise. Students will
also do different exercises where they focus on saying sentences correctly, stressing the
important words and using the right tone. These exercises will help them get comfortable
saying the sentences in the right way.
12. What controlled practice activities will the Students will do a clause matching worksheet.
students do?
Instructions: Match the 'if' clauses with the result clauses to form statements about future

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 possibilities.
1. 'If' Clauses (Condition)
• If it rains tomorrow,
• If she studies hard,
• If we leave early,
• If they practice regularly,
2. Result Clauses (Outcome)
• they will improve their skills.
• we'll arrive before noon.
• she'll pass the test.
• we'll have a picnic indoors.
Example: "If it rains tomorrow, we'll have a picnic indoors."
13. What freer practice activities will the students Students will engage in a roleplay. Students will be divided into groups. Students will discuss
do? their ideal vacation using 'if' clauses and future possibilities. For example:
• "If the weather is warm, we'll go to the beach."
• "If there are historic sites, we'll explore them."
• "If it's affordable, we'll stay for a week."

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