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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'!!!
Assignment B - PPP Grammar Lesson Table: First Conditional
- What is the target form of the first conditional (both clauses)? (F) First conditional Affirmative form: - If + Subject + Present simple, Subject + will + infinitive without to - Subject + will + infinitive without to If + Subject + Present simple (the if clause can come first of second in the sentence. The meaning is the same.) Example: - If the weather is good, we will go to the beach. - We will go to the beach if the weather is good.
- What is the model sentence you will elicit to begin your presentation? I will begin by providing the first part of the sentence (based on one of the students' examples in warmer) and then, elicit the second part (the result clause). Example: If you study hard, you will pass the exam.
- What are the negative and question (interrogative) forms of your model sentence? Model sentence in negative form : If you don’t study hard, you won’t pass the exam. Form : If + Subject + Present simple, Subject + won’t + infinitive without to Model sentence in question form : Will you pass the exam if you study hard? (yes/no question) Where will we go if the weather is good? (wh-word question) Form : (Wh-word) + Will + Subject + infinitive without to If + Subject + Present simple? (I will also take into account students’ warmer examples)
- What is the function? (M) Talking about possible (or probable) situations in the future and its probable result. 1 st^ conditional sentences are based on facts, and they are used to make statements about the real world, and about particular situations.
Assignment B - PPP Grammar Lesson Table: First Conditional
- What do students need to know about the pronunciation, including sentence stress and intonation? (P) (Think only about how the model sentence would normally be said.)
WEAK FORMS
In affirmative form the subject and will are usually contracted: I’ll, you’ll, we’ll, they’ll, etc. In negative form (in the result clause) the verb will and not are usually contracted: won’t Reminder (Present Simple): In negative form (in the condition clause) the auxiliary verbs do/does and not are usually contracted: don’t, doesn’t. STRESS Affirmative: The stress is on the main verb of the sentence and any content words following the verb: If you study hard , you will pass the exam. If the weather is good , we will go to the beach. Note: Although “will” is a weak form, sometimes, when we are sure that the result is likely or not likely to happen, we can stress it. If the weather is good, I will go to the beach. Negative: Auxiliary will + not carries stress and any content words following the verb. If you don’t study hard, you won’t pass the exam. Question form: in Wh-word questions the stress is on the question word. Where will we go if the weather is good. INTONATION Question form: For yes/no questions the voice rises at the end:
- What timeline can I use to help students understand sentences such as 'If it's sunny tomorrow, we'll go to the beach.'? (See bibliography for source)
- How will I get students to practise the pronunciation? Drilling and practice activities.
- What controlled practice activities will the students do?
- Students will choose the correct form of the verb. E.g. If he comes/will come I am/will be surprised.
- Students will complete the sentences using the correct verb form. (if short of time leave out this activity) E.g. If the teacher (see) him cheating, he (have) big problems.
- Students will play a game where they make first conditional sentences by matching pairs of picture cards together ('If' and 'result' picture cards).
- What freer practice activities will the students do? Students will play the Conditional chain game. E.g. If I the weather is good, I’ll go to the beach. If I go to the beach, I’ll swim in the sea.
Assignment B - Lesson Plan Form and Paragraph
Lesson Type: Grammar Lesson Aims: ✓ To introduce the first conditional for the function of talking about events that are likely to happen. ✓ To contrast the use of future simple and present simple tenses. ✓ To provide controlled and freer practice of the first conditional in this function. Level of Class: A2 (Late elementary/ pre-intermediate) Teenagers (14- 16 years old) Lesson Objectives: ✓ Students will understand form and function through presentation in a clear context generated in the warmer. ✓ Students will practise producing form accurately through controlled practice and writing (freer) activities. ✓ Students will practise producing the form communicatively through creating the chain story by working in groups. Number of Students: 12 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. ✓ They have not been taught the first conditional before; however, a few students might have heard about the first conditional. Nationality/First Language: Spanish students - Spanish language Length of Lesson: 60 mins
7 - Students don’t grasp the meaning and function of the target language. Solution: I will use the concept questions which are designed to check students understanding of meaning and structure before any intensive practice is carried out. I will also use the timeline to establish tenses and to show how particular events or situations are related to other events. 8 - The contracted form of the verb will can be difficult to hear/perceive Solution: I will drill the pronunciation of this verb and encourage students to use it in their examples, so they are aware of this form and its pronunciation. Materials: ✓ 2 Handouts for each student: controlled practice worksheets Material a. Controlled practice (in case the internet connection fails), controlled practice worksheets (Materials b. Controlled practice). ✓ 3 sets of 'If' cards and 'Result' cards. (Material c. Game. Controlled practice) ✓ Pdf. document for controlled practice to project on the whiteboard for giving instructions. ( Material c. Instructions. Controlled practice) ✓ Pdf. document for the warmer stage. Material. Warmer. worksheet to project on the whiteboard. ✓ Pdf. document for final stage, worksheet Material. Plenary (in case the internet connection fails). ✓ Copy of board plan for teacher to use during presentation ✓ Overhead projector ✓ Whiteboard ✓ Laptop
Assignment B - Lesson Plan Template
The presentation stage must be of your own design.
Stage Aim Timing Inter- action Teacher Activity Student Activity Warmer Get students talking and introduce a context for target language ✓ Before students come into class, in the middle of the board write “Planning my holiday “, and a couple of model sentences below it (about my personal plans). (see the board plan)
- I will travel to Italy by car this summer.
- I will have a lot of fun with my friends. Students make up sentences about their holiday plans 6 m Whole class ✓ Ask students to make prediction about their future holiday, using the example sentences on the board (using will). ✓ Help students by asking: Where do you go on holiday? What do you do on holiday? ✓ Write down the students’ examples, but don't correct language when learners are volunteering. ✓ To avoid stronger students dominating, nominate who will answer questions (if it needed). ✓ Acknowledge each contribution with gestures or Comments. Students think of different ways to finish the sentences on the board
3 m T-class Check concept ✓ Ask concept questions to check students understand function - how the target language is used (see teacher language)
- Are we talking about present or future? (FUTURE)
- Is the situation real or unreal? (REAL)
- Do we use it to express possible condition and its probable result or improbable result? (probable)
- Can I say if it will rain? (No)
- Which part of the sentence is the condition and which the consequence? ✓ Refer to the timeline to help students’ see the relationships between verb forms and their time reference Students answer concept questions. 2 m (10 mins for stage 20 mins total) T-class Check pronunciation ✓ Repeat question written on board. ✓ Ask 'Does my voice go up or down?' (the teacher exaggerates in order to make it easier to hear the rising intonation). ✓ Same procedure for affirmative and negative forms. ✓ Draw students’ attention to the contracted forms ✓ Ask ‘Can you hear auxiliary ‘Will’ in I’ll go to the beach? ✓ Insist on using contracted forms. Students repeat chorally and individually as directed by the teacher.
Controlled practice Activity 1: Practice with affirmative and negative form. 5 m Whole class
- See Worksheet 1: ✓ Go on teaching resources webpage (liveworksheets.com) and project the activity on the whiteboard. ✓ I have prepared the paper worksheets to hand out to the students in case the Internet connection fails. ✓ Ask for volunteer to read the task and make any further clarification if needed. Students choose the correct option Listen to their classmates and teacher’s feedback Activity 2: Practice with 1 st^ conditional sentence structure 6 m (11 mins for stage 31 mins total)
S
- See Worksheet 2: ✓ Hand out worksheets, so the students can see the example when I give Instructions. ✓ While students work, monitor and help as necessary. ✓ If the same mistake is repeatedly made throughout this activity revise it on the board with the whole class. Listen to instructions and make any clarification they need. Students complete the sentences using the correct form of the verb Activity 3: Concept check and prepare students for free practice (Semi-controlled practice) 13 m (44 mins total) Groups
- See Worksheet 3: First Conditional Card Game: (if short of time we leave out this activity or do only half of the activity, leaving another part for the homework) ✓ Divide the class into groups of three. ✓ Give each group a set of 'If' cards and a set of 'Result' cards. ✓ Project the instructions on the whiteboard and give Students make first conditional sentences by matching 'If' and 'result' picture cards together.
If he gets angry with me, he won’t publish my article. If he doesn’t publish my article, I’ll be sad. If I am sad, I will eat a lot of chocolate. If I eat a lot of chocolate, I’ll put on weight. If I put on weight, I’ll be unhealthy. 4 m (55 mins total) Groups
2. See worksheet 4: Making prediction about future using the crystal ball: ✓ Write down the beginning of a few conditional sentences on the board and ask volunteers to complete them ✓ Project the worksheet on the whiteboard ✓ Ask students to make prediction about the future and compete the sentences. Plenary Bring together and summarise what has been done/learnt during the lesson 5 m (60 mins) Whole class ✓ Go on the interactive activities’ webpage (wordwall.net) ✓ Project the multiple-choice activity on the whiteboard. ✓ I have prepared the paper worksheets to hand out to the students in case the Internet connection fails (see worksheet 5). ✓ Nominate students to choose the answer. Elicit correction if the answer is wrong. ✓ Give feedback with lots of praise for what they have done well. If there is time left, we will make the most of the webpage and do the roulette multiple choice activity (see Bibliography). Students apply what they have learned. Whole class peer correction. Make notes
Assignment B – Teacher Language
T = Teacher S= Student
- T: So everyone, look at this picture, please. What can you see?
- S1: Man and woman
- T: A man and a woman, yes, can anyone say a bit more?
- S2: They're riding their bikes.
- T: Excellent. Good. What are their names do you think?
- S3: Donald and Melania.
- T: Great idea! – So I'm putting that on the board (Teacher writes on the board 'Donald and Melania are riding their bikes.') Instructions ✓ This part of the assignment is set to enable us to assess your language grading, eliciting and concept checking for grammar. ✓ You must show: A) some of the language you would use in the presentation. B) the instructions you would give for one activity. ✓ Use direct speech and present in a dialogue form showing predicted student contributions. Example of Eliciting Check the examples in Unit 7 to make sure you understand what is required. N.B. If you do not use direct speech, you will be required to resubmit the whole assignment.
Assignment B – Teacher Language
Show the Actual Words you would use for:
This document should not be more than 3 pages long, including this page; approximately 700 - 1000 words in total.
a) Presentation
You do not need to show the entire presentation, but show us some of the language you would use to elicit the target language from the context you have chosen, elicit the form , and concept check. i) Eliciting the Target Language from the Context T: I am going to tell something about me, you know, even without a crystal ball I can predict my future. I am writing a very interesting article about teaching now. I’ve been writing it for 2 months and I have to send it to my publisher in a couple of days, but the problem is that I haven’t finished it yet. So, if I don’t’ send it on time, do you think my publisher will be happy? S: No T: That’s right. If I don’t finish my article on time, the publisher will get angry with me. But if I finish it on time the result will be different, right? S: Yes, if you finish on time, the publisher… T: Will he be happy or sad? S: If you finish your article on time, he will be happy! T: That’s right. So, if I finish it on time, will he publish my article? What do you think? S: He will publish your article. T: Let’s imagine another situation and change the condition, shall we? What if the publisher doesn’t like my article? I think I am a good writer but maybe he thinks I am not. (laughing) What will happen? Isabel? Isabel: Well, if the publisher doesn’t like your article, he… Mm… T: Does anyone know how to form negative for ‘will’? Luis: won’t! T: Well-done Luis! So, Isabel can you finish the sentence? If the publisher doesn’t like my article, he … Isabel: he won’t publish it? T: That’s right. (the teacher writes down the sentences on the board and underlines won’t) And if he doesn’t publish my article, I will be very sad… Now, let’s take a look at the situation in which you are planning your weekend considering different weather conditions (referring to examples from warmer on the board) … so, if the weather is good, what will you do? Marcos: If the weather is good, I will go to the beach.
S: It’s real. T: That’s right! (the teacher draws the timeline on the board) Take a look at the timeline, are we talking about present or the future? S: Future. T: Is it possible that this will happen in the future? S: Yes, it’s possible. T: Exactly! Do we use these conditional sentences to express probable result or improbable result? S: Probable, because if you study hard there is a probability that you will pass the exam. T: Well-done! So, we use this form to express possible condition and its probable result, right? S: Yes T: Can I say if you will study hard? S: No, you can’t. T: Why? It sounds good, isn’t it? (laughing) S: Because we have if-part and will-part and we have learnt that ‘ if and will never have a deal’.
B) Instructions to ONE of the Activities in your Lesson
Semi-controlled Practice Activity Before giving the instructions, the teacher divides the class into 3 groups (4 students in each group). Students place their chairs around the tables, so that each group is sitting at a table in front of each other. Teacher: Ok everyone. Now I am going to give you a set of cards to work in groups, but first of all let’s make sure you understand what to do. Can you read the instruction for this activity on the screen, please? (the teacher projects the instruction on the whiteboard and gives students some time to read it) Teacher: So, Rafael, tell me, what shall you do in this activity? Rafael: We have to match ‘if' and 'result' picture cards together. Teacher: That’s right. You are going to play a game where you should make first conditional sentences by matching pairs of picture cards together. But what if you have several ‘results’ options for the same condition? Students: Then, we have to choose the best one. Teacher: Who decides which ending (option) is the best? Students: The group. Teacher: Exactly! But if you cannot decide between the options just let me know and I will help you.
Ok? Students: Ok! Teacher: Who wins the game, Ana? Ana: A student without the cards. Teacher: Correct! The students who used all the cards is the winner! So, are you ready to have fun? Students: Yes! (The teacher gives out the sets of ‘if' cards and a set of 'result' cards to each group. The teacher walks around the class, monitors and helps the students if needed.) The students shuffle the two sets of cards and then give out the 'Result' cards and put the 'If' cards face down in a pile on the desk. Teacher: Now you have to decide who starts the game and makes the beginning of the sentence using the picture on the card.
