Introduce the first conditional for the function

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Assignment B
You need to plan a 60 minute PPP lesson to introduce and practise the first conditional for events that are likely to happento a class of A2 level 14-16 year old students.
Notes on teaching this form
Lesson content: By this age students are normally taught formal grammar, so you should look at MFP with them in the presentation stage. Include concept checking.
However, you should not forget that they are still young learners so the context and activities you use should be selected to appeal to children of this age. You should include a board plan for the presentation stage.
Use a timeline to help explain meaning, and concept check questions (CCQs) to check student understanding.
You can use or adapt practice activities you have found on the Internet or in teachers’ resource books, providing they fit in well with your lesson, but please provide a reference, even if you have adapted the material.
Aims of this lesson: To introduce the first conditional for the function of talking aboutevents that are likely to happen
To contrast the use of future simple and present simple in sentences such as ‘We’ll eat dinner together if Mum gets home by 8.’
To provide controlled and freer practice of the first conditional in this function.
Assumed knowledge: 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.
Language grading: The students are quite low level, so you need to be very careful about the language you use. Include a separate document entitled ‘Teacher language,’ showing the actual words you would use when eliciting the target language in the presentation and the instructions you would give for one activity.
First conditional : Revise this form (for yourself), see Unit 7. You will find it useful to do some further research online as we have not covered the functions of this tense in the unit. See, for example
The English Page
Examples are:
If it rains tomorrow, I’ll stay home.
If he passes his exams, he’ll have a party
I won’t marry you if you do that.
Context: Introduce the new language through a context in which the target language would naturally be used. There are sections in Units 6 and 7 on selecting and exploiting a context.
For example, you might tell a personal anecdote using examples like those above.
Choose a context that would be appropriate and interesting for this age group.
Begin the lesson with the context you have chosen.
Don’t just give the students an example sentence and state ‘This is the first conditional’to begin your presentation.
Use the context to try to elicit the target language from the students. Show how you would do this in ‘Teacher language.’
Remember to include MFP
Meaning – what does the use of this form convey about the time and likelihood of the action/event(s)? Devise concept questions and a time line to help you convey the meaning and check students’ understanding.
Form – what is the form (structure)?(If + S+ … etc)
You should elicit the form from the students and include it in ‘Teacher language’
You do not need include how you would elicit negative and questions forms from the students.
You should include negative and questions forms in the PPP table and practice activities, but they do not need to be part of the presentation.
Pronunciation – How is it pronounced? Which words are stressed and where are the weak forms? What contractions are normally used (e.g. I’m, haven’t)?
In the presentation stage, avoid examples where the main verb begins with same sound as the final sound in the auxiliary e.g. ‘I’ll leave’ – this sounds almost the same as ‘I leave’
Choose practice activities that would be appropriate and interesting for this age group.
Your lesson should have five main stages. Make sure you have a warmer and a plenary as well as the three PPP stages.

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