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This lesson aims to introduce students to the first conditional form to talk about likely future events. It will contrast the use of future simple and present simple in conditional sentences. The lesson will include a warmer activity using pictures to set context, a presentation using a video and scenarios to introduce the target language, and controlled and freer practice activities. Potential issues include this being students' first exposure to conditionals and confusing contractions and tenses. The teacher will address these through explanation, concept questions, and controlled practice.

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LeeLowers
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9K views

Lesson Plan Form and Paragraph

This lesson aims to introduce students to the first conditional form to talk about likely future events. It will contrast the use of future simple and present simple in conditional sentences. The lesson will include a warmer activity using pictures to set context, a presentation using a video and scenarios to introduce the target language, and controlled and freer practice activities. Potential issues include this being students' first exposure to conditionals and confusing contractions and tenses. The teacher will address these through explanation, concept questions, and controlled practice.

Uploaded by

LeeLowers
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Lesson Type: Grammar Level of Class Number Length of Assumed knowledge:

Lesson Aims: of lesson


A2 students Tenses: students know and are familiar with present simple, present
 To introduce the “first conditional form”, (Late elementary/ 12 60 mins continuous and past simple to talk about past, completed actions or
with the function of talking about events pre-intermediate) events for common verbs.
that are likely to occur/happen.
Teenagers (14-16 Students are also familiar with grammatical terminology (subject,
 To contrast the use of “future simple” and years old) negative form, auxiliary verbs, etc.) and are familiar with “will” for
“present simple” in the context of future events.
sentences. Nationality/first
language Anticipated problems:
 To provide practice of the first conditional 1. This may be the first-time students encounter the first conditional
form. German students. form and it may be overwhelming for them to understand.
The first language
is German Solution: Using examples, concept questions to check understanding
 Provide controlled and freer practice of the and using controlled practice activities.
first conditional in this function.
2. They may get confused that both present simple and future simple
Lesson Objectives: are used in the same sentence.

 For students to understand the form and Solution: explain to the students that the:
function of the first conditional, by means if clause (Present simple) = Condition
of a presentation in context with the main clause (Future simple) = Result
warmer activity.
E.g. If I have a party (condition), I will need a cake (result).
3.students may have trouble understanding what the form conveys
 Students will practice producing the first about the likelihood/time of the events/actions.
conditional form accurately, through
controlled practice activities such as Solution: Utilize a timeline to help convey the meaning and ask
writing activities. concept questions to check understanding.

 Students will practice producing the form 4.Students may get confused by the form because of possible
through a freer practice activity, which will contractions that are normally used.
require them to produce the target
language by means of communication Solution: I will have to teach them about the contractions used and
through a game they will play, by matching that the contractions contribute to the rhythm of the sentence.
pairs of picture cards together. E.g. In affirmative form the subject (I) and auxiliary verb (will) are
usually contracted:
I + will = I'll
Materials:

N.B. While you may use or adapt practice activities you have found elsewhere, the presentation stage must be of your own design. It is not, for example,
acceptable to use a video or PowerPoint presentation of this language that you have taken from elsewhere.

If you need to, subdivide each stage.

Stage Aim Timing Inter-action Teacher activity Student activity

1.Warmer To set the lesson 8m T-C/St-C The students are greeted. Students contribute to the class discussion,
context for target Teacher will ask students to look at the 3 by answering the questions asked by the
language by engaging pictures on the board, of places that can teacher.
students be visited during summer holidays.
Teacher fills in the students possible answers
T-C Picture 1: Beach (see board plan)
Teacher asks the class "If you went to the
beach,_________(what activity could you
do?)
2.Presentation To provide context for T-C Present the topic of the lesson by showing Students watch the video and listen.
the target language. the students a video of the first
To introduce the conditional in use.
students to the form,
function and Elicit Target Language (refer to Teacher's
pronunciation of the Language).
first conditional.
Check understanding Different situations/scenarios will be used Students participate in the scenarios
to elicit and produce the TL. presented by the teacher, and give their
input.

Teacher -Klaus, you mentioned you would


like to go skateboarding on Saturday,
right?

Klaus - "Yes"

Teacher - but what if starts to snow, what


will you do instead?

Klaus - I will play games on my Xbox.


Teacher -that is a good alternative activity
to do on Saturday, because one cannot
skateboard in the snow.

So, as we can see Klaus would go


skateboarding on Saturday if it doesn't
snow, so his plan depends on the weather.

How do we say this in a meaningful


sentence?

Plenary
Explain and justify your of teaching aids (board, visual aids etc.), activities and materials for this A2 class of children aged 14-16.
(100-150 words)
Why I chose these activities and materials for this lesson

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