Assignment B - Lesson Plan Form and Paragraph

1. To introduce the first conditional for the function of talking about events
that are likely to happen using ‘if’ and ‘will’
Lesson Type: Grammar Lesson Aims:
2. To provide controlled and freer practice of the first conditional in this
function.
1. Students will be able to understand and use the first conditional
when talking about events that are likely to happen using ‘if’ and
‘will’ to talk about future plans.
2. Students will understand the form and function of the first
conditional through the presentation in a clear context provided in
the warmer- Weekend plans.
A2 (Late elementary/ 3. Students will understand the uses and functions of the first
pre-intermediate) conditional form and be able to apply the form accurately to
Level of Class: Lesson Objectives:
express likely future outcomes based on specific present
Teenagers (14-16 years old) conditions.
4. Students will practice producing the form accurately through
controlled practice and freer practice activities.
5. Students will practice producing the form communicatively by
completing the chain story activity, scenario cards and follow-up
activities. At the end of these activities, students should be able to
produce the first conditional form confidently.
Students would already know:
1. Present simple, present continuous, and past simple for common
Nationality/First verbs and be familiar with will for future events.
Spaniards/ Castilian Spanish Assumed Knowledge:
Language: 2. They would be familiar with grammatical terms such as the names
of the tenses they already know, subject, auxiliary verb, and
negative form.

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 1. Students may have difficulty forming the first conditional using ‘if’
in the conditional form and " will " in the result clause.
Solution: Provide clear examples and explanations of the form and
the formation of first conditional sentences using tables and
timelines. (See board plan)
2. Students may struggle to understand that the present simple tense
is used for the conditional tense and the future simple for the
result/main clause.
Solution: Provide clear examples and visual explanations of verb
use in the first conditional. Use timelines and diagrams to assist
with the visualisation of the present simple condition and the
future simple result. (See board plan)
3. Students may struggle to apply the first conditional in spoken and
written contexts.
Length of Lesson: 60 mins Anticipated Problems: Solution: In written context, amplify the use of a comma when the
‘if’ clause is placed at the beginning of the sentence. Practice in
homework activities and controlled practice activities.
4. Spanish also has a first conditional form. It is mainly formed in the
same manner as English with the main difference being verb
conjugation (Adding an ending directly to the verb).
Form in Spanish: Si (if) (past, present, future) + present verb
indicative, future simple.
This might confuse Spanish students who might apply the rules of
their first language to the target language.
Solution: Highlight the differences in structure between Spanish
and English.
5. Spanish students may struggle with sounds and stress patterns in
English affecting the pronunciation of first conditional sentences.
Solution: Use repetition, pronunciation drills and freer practice to

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 practice pronunciation.

1. White Board and board pens.

2. 3 Different colour board pens.
3. Board plan for teacher’s reference.
4. Timeline for teacher’s reference.
Number of Students: 12 Materials:
5. X3 Handouts for each student: 1 x Controlled practice,1x freer
practice 1x homework activity.
6. Picture cards for a freer speaking activity.
7. Scenario cards for freer practice activity.

Assignment B - Lesson Plan Template

Inter-
Stage Aim Timing
action
Teacher Activity Student Activity

• Before students enter the class, write WEEKEND 1. Students enter the class
PLANS on the board. and take their seats.
• Make sure tables are grouped into 4 tables. 2. Students take out their
• Write an example of my weekend plan on the board workbooks and notebooks.
and the condition.

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 1 min T- • Engage students by asking if any of them have plans
Warmer
Whole for the weekend and if these plans depend on
(10 min) Catch students' class anything. “Do you have any plans for the weekend?”
attention and set the “If it is sunny this weekend, what will you do?” “If it
stage for learning the rains and it is cold, what will you do then?” “Do you
first conditional by have any weekend plans with your friends or
linking it to their family?”
interests. Build a
strong foundation for 3 min Groups • Ask students to discuss their weekend plans in
the lesson by of 4 groups. Encourage students to make predictions • Students will discuss their
presenting real-life Ss-Ss about their weekend plans based on the example on weekend plans in groups.
scenarios that the board. Encourage students to think about which
resonate with them, condition needs to be met for their plans to happen.
while also reviewing
and building upon
previous knowledge.

3 min T-Class • Nominate students to answer and write their • Students will make
examples on the board. Ensures the participation of sentences about their
everyone, excluding the possibility of one or two desired weekend plans
students dominating the class. using the future tense as
• Encourage students to use the future simple tense per the board example.
(will) as per the example on the board. • Using the form of the

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 example on the board the
students are subliminally
studying the form of the
conditional and result
clause, as well as the
tenses.
• Students take turns writing
their weekend plan
sentences on the board.
Correction
• Students work in groups of
2 min • Once every student’s plans are written on the board,
Groups 4 and identify the mistakes
(9 min encourage students to make necessary corrections in
of 4 and correct the sentences
total) groups.
on the board.
• If necessary, point out where the mistakes are.

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 • Thank and praise the students for all the interesting
weekend plans they wrote on the board.
• Present the context from the warmer: Weekend
plans.
• Ask a student to select one suggestion of the coolest
weekend plan from the board. (This will be used as
the model sentence). For the planning, the model • Students select a sentence
sentence: I will go to the beach with my friends. e.g. I will go to the beach
• Ask students what the weather will have to be like with my friends.
for Elana to go to the beach and try to elicit the • Students make suggestions
To introduce students target language “If it is sunny, I will go to the beach about the weather
to the grammar and with my friends.” conditions required to go
Presentation 4min T-Class
elicit information from • Praise their suggestions but ask them for different to the beach with their
the students. tenses. If necessary, prompt them by saying “If it is… friends. E.g. not rain,
I will go…” warm, sunny.
• If anyone can produce the target language (IF it is • Students make suggestions
sunny, I WILL GO to the beach with my friends.) e.g. It is warm, I go to the
praise them and ask them to repeat it. beach with my friends.
• If no one can produce the target language, ask them
to listen and repeat.
• Do choral repetition a couple of times.
• Ask students to dictate the target language back to
me while it is written on the board.

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 Meaning:
• Use the model sentence the students dictated to me • Students will identify the
on the board to demonstrate the target language. If possibility or prediction by
it is sunny, I will go to the beach with my friends. analysing the timeline
• Ask students about the possibility of a future event • Students will identify the
(going to the beach with friends this weekend) function of the first
3 min T-Class happening. (See board plan- timeline 1) conditional by evaluating
• Elicit the cause-and-effect relationship between the the cause-and-effect
condition and the result. relationship.
• Clarify any vocabulary or grammar ideas needed for • Students will note the
comprehension of the first conditional. function and meaning in
• Show extra examples if required from the ideas the their notebooks.
students wrote on the board

Form: • Students will identify the

Model sentence + elicit neg +interrogative target form of the first
• Elicit the form through the guided discovery method. conditional by analysing
(See teacher’s language) the model sentence and
Assists students to T-Class • Break down the model sentence into the conditional timeline.
identify and clause (If it is sunny,) and the result clause (I will go • Students analyse the form
understand the to the beach with my friends.) (Timeline 1) and produce the verb and
structural composition 7 min • Elicit the time, tense and possibility of the the subject in each clause.
of the first conditional and result clause by asking:
conditional’s IF clause:
grammatical form. T-S/S-T 1. Time: are we talking about the past, present or
future?
2. Tense: Is the tense past, present or future?
3. Possibility: Is it likely or unlikely to happen?
Result Clause:

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 1. Time: Are we talking about the past, present or
future?
2. Tense: Is it the past, present, or future tense?
3. Result: Is it 100% sure that you will…?
• Students produce the
• Dissect the model sentence into its individual negative form: “If it’s not
components and ask students to identify its sunny, I will not go to the
structure: If + subject+ present simple, subject + will+ beach with my friends.”
future simple tense+ verb. Write this on the board as • Students produce an
students identify. interrogative form: “Will I
• Explain the use of a comma to separate the condition
go to the beach with my
clause from the consequence clause in the first
friends if it is sunny this
conditional sentences.
• Nominate a student and elicit the negative form by weekend?”
asking: “Diego, what if it is not sunny?” • Students make notes and
• Elicit contractions: will not = won’t, I will= I’ll copy the form in their
• Elicit interrogative form. notebooks.

Assists students in Pronunciation • Students listen and

improving their • Begin by saying the correct pronunciation and respond to the questions
pronunciation. intonation of the affirmative form of the model used in guided discovery.
Intonation and sentence.
sentence stress • Use the guided discovery method by asking students • Students repeat chorally
patterns. It also assists questions about the intonation. Conditional clause and individually as
4min T-Class
students in correcting intonation: “Does my voice fall or rise at the end of directed.
their pronunciation the first sentence?” Result clause intonation: “Does
and sentence stress to my voice fall or rise at the end of the sentence?” • Students note the
sound more natural • Add an arrow illustration to the model sentence on illustrations of the
and enhance their the board. (/) (\). intonation.
communication skills. • Follow the same procedure for negative and

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 interrogative forms. • Students listen to sentence
• Amplify word stress in sentence and underline the stress and copy stress
sentence stress for model sentence on the board. patterns from the board.
Repeat for negative and interrogative.
Check concept
• Ask concept-checking questions to check students’
understanding of the form, meaning, function, and
how the first conditional is used:
• What part of the sentence talks about the condition?
‘If’ clause
3 min • What part of the sentence talks about the result?
It ensures that the
Result/ Main clause
student fully • Students answer the
• Is this something that has already happened or is it
understands the concept-checking
something that can occur in the future? Answer: Future
concepts of the target questions.
(20min • Do we know for sure that the condition will happen or
is the result possible or just likely? Answer: Just likely. •
language. It is used to Students can provide their
for
identify any thoughts or reasoning for
Present T-Class • Are first conditional sentences used to talk about
misunderstandings and future or past events? Answer: Future events their answers.
ation
provides an
stage) • Is there a relationship between the condition and the • Students can ask questions
opportunity for result? Answer: Yes if they need any
correction, revision clarification or do not
29
and better Encourage active participation of the students and understand a concept.
minutes
understanding. consider nominating students to answer the questions.
total
Provide feedback and clarification if there is a notable
area of misunderstanding or confusion. Return to the
timelines and material if necessary.
Summarise the key points and reinforce the students’
understanding.
Ask if the students have any questions before moving to

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 the controlled practice stage.

Worksheet: Complete the sentence:

• Students listen to the
1. A worksheet: Complete the sentence:
instructions on how to
• Provide an incomplete sentence worksheet to the
T-Class complete the activity 1.
students listing if clauses within the context of
• Students will complete the
7.5 min the weekend and future plans.
activity.
• Provides instructions to students to complete the
S • In pairs students will work
activity
together to mark and
• Students will complete the worksheet while the
provide feedback to their
teacher monitors.
Ss-Ss partner.
To assist students, • The students will check answers in pairs and
Pairs • If necessary, students can
practice composing provide feedback to their partner, helping their
Production: help their partner by
sentences in a partner if they did not understand or completed
student/ student teaching.
Controlled controlled manner and the first conditionals incorrectly.
• Students listen to the
Practice strengthen their Example:
instructions for activity
understanding of the If it _______(rain), we________ (play) video games
two.
first conditional form online.
• Students line up and listen
If she _________(go) to the movies, she ________(buy)
to the teacher’s model
popcorn.
conditional clause.
7.5 min 2. Chain story
• First student provides the
(44min • Provide the instructions for students to complete
T-Class appropriate result clause.
total) the activity.
• The following student adds
• The teacher models a conditional clause and
to the chain and so forth
elicits an appropriate conditional ending from a
T-S/ until the chain is
student. Students take turns adding to the chain,
S-S completed.
ensuring each new condition follows from the

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 previous statement until each student has taken
a turn.
Example:
If it is sunny, I will go to the beach with my friends. If I go
to the beach with my friends, we will play football. If we
play football, the boys will win the game. If the boys win
the game, we will buy them ice cream.

6 min Activity 1- Sunny Day v Rainy Day • Students divide into

• The teacher divides the groups of 4. Each group is pairs.
given a set of picture cards and some blanks. • Students listen to the
T-Class • Explain the scenario: It is the weekend, and you teacher’s instructions.
Give students the are planning what to do. • Students in their pairs
chance to practice • Ask each group to create two lists: 1. What they’ll create two lists: One
using the first do if it is sunny and 2. What to do if it is rainy. for sunny days and one
conditional in a real- Groups Students must use first conditionals to describe for rainy days.
life setting, so they can their plans. • Students share with the
Production:
become more • Once they’ve created their lists, ask each group class two items they’ve
Freer Practice confident and creative S-Class to share two items from each list with the class. selected.
in expressing their • After each group shares, ask another group to • Another group
thoughts, opinions, respond with a first conditional sentence. For responds with a first
and predictions in the S-S example, if it's sunny, I will join you at the beach. conditional sentence.
target language. • If there is time left, or some students finish the • If some students finish
activity quicker than others, provide the follow- their task quicker than
up activity: the other students or
Follow-up activity: there is extra time:
• Ask students to create a short dialogue using Students create a short

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 their lists, incorporating first conditionals and dialogue incorporating
responding to each other. the first conditionals in
E.g. student A: If it is sunny tomorrow, I will go response to another.
swimming, • Activity 2: Students
Student B: If it’s sunny, I will join you for swimming! We divide into groups of 4.
can play soccer together. • Students listen to the
teacher’s instruction
Activity 2- Scenario cards: • Students create
• Divide students into groups of 3. weekend plans
6min • Give each group a set of scenario cards and some according to their
(56min blank cards. scenario cards and
total) T-Class • Explain the task: Make weekend plans according write them down.
to your scenario cards. • Student shares their
• Each group draws a scenario card and reads it ideas with the group.
quietly. Based on the scenario, each group writes • Groups of students
down 2-3 sentences for the weekend. respond to each other
For example, if I have a lot of homework, I stay home with suggestions or
and study. comments containing
If my friends visit, I will show them around town. first conditionals.
If I feel sick, I will stay in bed.
• After writing their plans, each group member
shares their scenario and plans with the group.
Groups The other group members respond with
S-s suggestions or comments using first conditionals.

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 • Students report on some of the interesting scenarios
their group came up with.
• Thank the student for their hard work and the things
Review and reinforce they’ve done well.
4 min • Whole class peer
what's been learned in • Give them feedback.
Whole correction.
Plenary the lesson, wrapping • Elicit some common errors relating to the target
(60min class • Make any further notes if
up the key takeaways language.
total) they wish.
and main ideas. • Provide a summary of what we have learnt:
• Ask if anyone has any questions that they are
uncertain about.
• Set homework.
Help students build on
what they've learned
in class, refining their
skills and confidence in
using the first Set writing prompts which require students to use the
conditional structure. first conditional in their writing responses. • Students complete the
Homework This encourages S • Write a story about your future plans when you homework for revision in
independence, self- finish school and what you need to do now to the next lesson.
directed learning, and achieve that goal.
reflection, ultimately
driving language
proficiency and
mastery.

Why did I choose these activities and materials for this lesson?
When teaching A2 level students, first conditional structures can be challenging. To help, I will utilise the board to present new grammar rules. Visual

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aids like timelines will be used to clarify the form and pronunciation as well as the tenses and verb uses, making them more relatable and memorable.
This can especially help with abstract ideas like conditional sentences and their consequences. Visual aids can also transcend language barriers and
cater to different learning styles. In addition to visual aids, use scenario cards, handouts, and worksheets for practising language skills. To make
lessons more interactive, I will incorporate group activities, scenarios, and games that encourage student participation and collaboration. The
controlled and freer practice activities assist students in thinking creatively and using first conditionals in real-life contexts. I include writing exercises
to practice writing first conditionals without the students explicitly noticing. This approach can help students become more comfortable with using
first conditional structures accurately and appropriately.

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