Download TEFL Assignment B - PPP Grammar Lesson Table - First Conditional.pdf and more Exams Nursing in PDF only on Docsity!
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'!!!
- What is the target form of the first conditional If + Subject + present simple, Subject + auxiliary will + infinitive (future simple) (both clauses)? (F)
- What is the model sentence you will elicit to If I go to bed late, I will get up late. begin your presentation?
- What are the negative and question Model sentence in negative form : If I do not go to bed late, I will get up early. (interrogative) forms of your model sentence? Form : If + subject + do not + Present Simple, Subject + Future simple (will + infinitive) (You might find there is more than one possibility, but you only need to show one negative and one Model sentence in question form : What will you do if you go to bed late? question, then analyze the forms.) Form : What + Subject + if + Future Simple (will + infinitive)
- What is the function? (M) Talking about experiences and events or actions that will probably occur in the future.
- What do students need to know about the Explain to the class that someti m es the “I” and “will” in the second clause may be pronunciation, including sentence stress and contracted to “I’ll”. For easy understanding, the mode sentence will keep them apart. intonation? (P) Stress: forms on the verbs, nouns and adverbs – if I Go to BED LATE, I will GET UP LATE. (Think only about how the model sentence Intonation: the voice raises slightly at the end of the first clause, indicating that the speaker would normally be said.) has more to say, but the voice falls again at the end of the second clause indicating the speaker has completed what he has to say.
- What is the context I will use to introduce the Holiday plans for the summer. form? (M)
- How will I try to elicit the first conditional from I will use the inductive approach and tell the class a story about my summer holiday plans. I the students? will write down certain phrases like “If I don’t make a list, I’ll forget my plans” and others. I will ask students if they see anything common in those phrases and ask them to make a similar phrase with “if I do not make a list…” Students should be able to see the simplicity of the structure.
- How will I encourage students to analyze the form (S+V, etc.) themselves rather than just telling them what it is? (F) By using examples from students and then analyzing it together as a class.
- What concept questions will I ask to check Are we talking about the past, present or future? ( answer will be present) students understand how the form is being Is it possible in the future or in the past? ( answer will be future) used/what it means?
- What timeline can I use to help students understand sentences such as 'If it's sunny tomorrow, we'll go to the beach.'? Timeline.
- How will I get students to practice the By using practice and drilling activities with the students. pronunciation?
- What controlled practice activities will the I will use a sentence matching activity where sentences will be split into two blocks and students do? students will need to match the correct sentences together. Another gap fill activity will be issued as homework where the students will have to fill in the negative word or first conditional.
- What freer practice activities will the students Students will do a first conditional card game where students will be divided into three do? groups to work together and link up the “if” card to match the result card.
They might not hear the contraction between subject and auxiliary verbs e.g. she’ll – I will give different examples and ask them to listen and repeat. Class may be boring and I might lose their attention. – I will make the class interactive and use examples they can relate to. Picture card game activity Number of Students: 12 Materials: Board and marker Homework sheets Sentence match activity
Assignment B - Lesson Plan Template
The presentation stage must be of your own design.
If you need to, subdivide each stage.
Stage Aim Timing Inter- action Teacher Activity^ Student Activity Introduce students to the 1 T-S Greet students as they come in. Make sure that they are Students enter the class and
Warmer
first conditional context seated two by two. take their seats. and the target language. T-S Ask the students the following questions: Students listen and discuss the 5 1.) Are you excited for the upcoming holiday? questions. 2.) Do you spend a lot of time with your friends and family during the holiday? 3.) Do you plan for things during the holiday or just take it day by day? (These questions will introduce the topic) 3 T-S Write an “if” clause and a “result” sentence on the board Students try to link the two and ask the students to try and make it one sentence. sentences and write it down in ( The teacher will thus see which students have been their books. exposed to the target language before)
Presentation Introduce students to 4 T-S Go through the two sentences and show the students how Pay attention to the teacher and
form, function and they link up. Identify the “if” and the “result” clause so make notes. pronunciation. that the students can identify it. 2 T-S Instruct students to try and link up more sentences. AskStudents complete the activity. students to make their own sentences. 1 Monitor students and help where needed. Give feedback to students.
understand something. 1 T-S Regroup students into groups of four and give each Students regroup group a copy of the sentence matching activity. 6 T-S Give instructions for the activity: Students have five Students listen to instructions. minutes to match the sentences together. Grps Teacher will arrange the set of cards to display it on the Students begin the activity. board once the activity is completed. Walk around the class listening to students and identifying To check students misunderstandings.
Controlled
understanding of form practice in producing the 3 Grps-T One student from each group will read out the sentence Each group chooses someone
practice correct form. they put together. to read their sentence.
(If correct the teacher will put the sentence up the board) S-T Guide students and ask them to identify the “if” and the Students look at their result clause. sentences and identify the two clauses. 2 S-T Encourage students to identify what they struggled with Give feedback if there are any creating the sentences. Focus on these sections they problems or confusion. struggled with.
1 2 S-T T-S Write the following on the board: IF + SUBJECT + PRESENT SIMPLE, SUBJECT + AUXILIARY WILL + INFINITIVE (FUTURE SIMPLE) Encourage students to make their own sentences. (Walk through class monitoring students and helping if necessary) Students take notes in their books. Students do the task and try to make sentences of their own. They also ask for assistance should it be needed.
learned today? 2.) Does every if clause have a result clause as well? Encourage students to ask any questions related to today’s lesson. If there are any questions, answer them first. Then praise Students pack up and leave. the students for their good work and ask them to pack up.
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) Students, regardless of their age, look forward to making summer plans. I chose this topic because it is fun and exciting. It will keep the students interested and therefore it is easier for them to understand the work rather than choosing a topic that is completely foreign and confusing. By choosing this topic it also gives the teacher an opportunity to relate to the students and give a few ideas of their own. The activities that I used were chosen for a reason. I chose the sentence matching activity because it will help some students learn better. A lot of students are visual learners and therefore this matching picture activity appeals to all ages and learners. The use of the pi ctures make it easier for non- native English speakers/ foreign students to understand the meaning. The board is used as a point of reference. It balances out the activities in the lesson and refocuses the students after each activity they complete. The board also makes it easier for everyone to see without restrictions.
Assignment B – Materials
Provide copies of all the materials (worksheets, visuals, etc.) you would give or show the students in addition to your board work.
You can submit more than 1 document for this section if you wish. ✓ If you submit more than one item, please label them clearly, e.g., Materials 1-Warmer, Materials 2 - Controlled Practice Activity, etc.
Materials 2
Activity 2 – Gap fill activity
Fill in the gaps with first conditional sentences. 1.) If he __________ (pass) his exam, he __________ have a party. 2.) The students __________ (go) on a school trip if they __________ (study) hard. 3.) If Susan __________ (touch) the dog, it __________ (bite) her. 4.) She __________ (feel) sick if she __________ (eat) too much chocolate. 5.) If he __________ (go) to the gym, he __________ (get) quite muscular. 6.) If you __________ (not exercise) and eat unhealthily, you __________ (put) on weight. 7.) The teacher __________ (be) pleased if we __________ (do) our homework. 8.) If you __________ (not dress) warmly, you __________ (catch) a cold.
IF pictures/cards
IF IF IF IF
IF IF
IF IF
IF IF
IF IF
RESULT pictures/cards
Activity 2 – Gap fill activity
Fill in the gaps with first conditional sentences. 1.) If he passes his exam, he will have a party. 2.) The students will go on a school trip if they study hard. 3.) If Susan touches the dog, it will bite her. 4.) She will feel sick if she eats too much chocolate. 5.) If he goes to the gym, he will get quite muscular. 6.) If you do not exercise and eat unhealthily, you will put on weight. 7.) The teacher will be pleased if we do our homework. 8.) If you do not dress warmly, you will catch a cold.
Activity 3 – First conditional picture/card game (memo)
IF RESULT
Assignment B – Materials
Provide copies of all the materials (worksheets, visuals, etc.) you would give or show the students in addition to your board work.
You can submit more than 1 document for this section if you wish. ✓ If you submit more than one item, please label them clearly, e.g., Materials 1-Warmer, Materials 2 - Controlled Practice Activity, etc.
Material 1
Activity 1 – Sentence matching
Make first conditional sentences by connecting sentence halves. If I go to bed late I will get good grades The soccer match will be canceled If you complete your summer jobs If I study hard I will be tired If you invite people If it rains too much You will get paid They will come to your party 1.) ______________________ 2.) ______________________ 3.) ______________________ 4.) ______________________ 5.) ______________________
Assignment B – Teacher Language
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 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.') 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.
