Assignment B - Lesson Plan Form and Paragraph

 To introduce students to the first conditional for talking about

Lesson Type: Grammar Lesson Aims:
possible future.

A2 (Late elementary/  Students will understand the form and function of first
pre-intermediate) conditionals
Level of Class: Lesson Objectives:
 Students will be able to produce the target language in both
Teenagers (14-16 years old) speaking and writing

 Students would already know present simple, present

continuous, past simple for common verbs, and would be
familiar with will for future events.

 They would be familiar with grammatical terminology, such as

the names of the tenses they already know, subject, auxiliary
verb, negative form, etc.
Nationality/First Hong Kongers – Cantonese
Assumed Knowledge:
Language: and Mandarin  They have not been taught the first conditional before.

 It is anticipated that assume that a few of the students will

have heard the first conditional form, so I will be able to elicit
the target language from the students at the start of the
presentation.

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 Students might confuse the function of the first conditional with
that of the second conditional

Solution: I will highlight that when we mean possible, it doesn’t

Length of Lesson: 60 mins Anticipated Problems :
mean hypothetical. (actual wording: it shouldn’t be something
that is crazy or imaginary like ‘what if I became an alien
tomorrow’; it’s something that after you hear it you’d go
*nodding* ‘yeah that makes sense, highly possible’)

 6 Dice
 3 handouts for each student: 1 controlled practice worksheet,
Number of Students: 12 Materials: 1 free practice worksheet, 1 homework sheet
 iPad for teacher’s use
 Powerpoint slide

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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

Get students talking, begin 3 Whole  Show video of Disneyland trailer  Watch the video
by introducing Simple mins Class
Warmer Future Tense, and
introduce a context for
target language 5 Whole  Ask students what they will do if we go to Disneyland  Give suggestions using ‘I
mins Class tomorrow. will’

 I will respond to students’ answers, crack a few jokes,

and pass the ball around the class to make sure
everyone gets to speak.
Introduce students to form, 5 Whole Transition to First Conditional  Give suggestions using ‘If…
function and pronunciation. mins Class  Seamlessly transition the discussion to ‘if’ questions. I will…’
Check understanding. Show questions one by one on screen. Teacher will
Presentation
first give the answer, and then repeat the question to
let students give theirs. (Teacher will lead students to
answer with ‘if…I will…’)
 Write down some of the suggestions on board

8 T-Class Elicit target language Students answering guided

mins questions.

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  Ask the class:
‘What similarities do you see in these sentences?’
‘How many parts does each sentence have’
‘They all start with the word … ?’
‘What about the second part, anything that’s similar?’

 Formally introduce the structure on screen:

‘If + simple present tense, subject will + verb’

 Explain its function

 Emphasise the stress, show sentence on screen and

get everyone to chant
Chanting in unison
 Formally introduce the negative structure on screen:
‘If + simple present tense, subject will not + verb’

 Emphasise the stress, show sentence on screen and

get everyone to chant

 Formally introduce the question structure on screen:

‘If + simple present tense, will + subject + verb?’

 Emphasise the stress, show sentence on screen and

get everyone to chant

3 T-Class Check form Answer the questions

mins

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  Looking at examples we now have on board, elicit
the form. (see teacher language)

 Show structures on screen and ask students for

random action words. Ask students to respond to the
suggestion with ‘I will …’

Check Concept
 Ask concept questions to check students understand
3 function - how target language is used.
Answer the questions
mins e.g. Are we talking about something in the past or
future?

Check pronunciation
Give suggestions
5
 Show the structures on screen, have students
mins
suggest random action words, respond with an ‘I Chant in unison
will’, and the whole class say the sentences out loud.
2
 See Worksheet 1. Hand out worksheets, so they In pairs, produce e.g
mins
Practice asking questions can see the example when I give Instructions.
and making statements If you get lost in the park, what
Controlled 10
using first conditionals to Pairs  While students work, monitor and help as will you do?
Practice mins
get familiar with the necessary
form. If I get lost in the park, I will
3
 Ask pair(s) to share their favourite sentence. find Cinderella for help
mins
Free Practice Compels students to 2 Pairs  See Worksheet 2. Hand out worksheets, so they In pairs, produce target
come up with their own mins can see the example when I give Instructions. language naturally in

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 first conditional
 While students work, monitor and help as
sentences in order for
necessary.
them to experience using 8 conversations
them in natural mins
conversations
 Some students to report some of the more
interesting things their partner has told them.

 Give feedback with lots of praise for what they

have done well.
Whole class peer correction.
3  Elicit corrections for common errors relating to Make notes if they wish.
Plenary mins
T-Class
target language, and summarise what we have
learnt.

 Set homework: Writing task – ‘Write down 5

sentences to respond to the given situation’

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 taken a more dialogical approach because kids at 14-16 have a better understanding of ‘development of ideas’. Plus this seamless gradual approach is
more engaging for a class of young teenagers. Since there are very few variations in the First Conditional, the visual aids are kept to the minimum – slides
are there to simply display structures and a few example sentences. The activities, including the teacher-class discussions, are designed such that the

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students get to repeatedly practise the target language in different ways – first partially, then forming full sentences with controlled content, then finally
full natural application. This allows the teacher to check the class’ progress before moving to the next stage. The materials are designed with humour and
a hint of silliness to keep the students engaged and actively willing to share what they’ve produced with their peers – The more ridiculous the image they
have created, the more they will remember the target language.

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