Lesson Type : Grammar Level of Class Number Length of Assumed knowledge:
Lesson Aims: of lesson 1. construct sentences in the simple present and simple future, using
A2 students will/won't;
1. To allow students to inductively discover the (Late elementary/ 12 60 mins 2. be able to discuss healthy, unhealthy, annoying habits;
rule(s) for using the first conditional when pre-intermediate) 3. understand the concept of something likely to happen;
asking for any given advice; 4. can differentiate events which are likely to happen (first
2. To enable students to practice and produce Teenagers (14-16 conditional) from events which generally happen (zero conditional);
the if clause and result clause successfully via years old)
controlled and semi-controlled exercises:
discovering, listening, skimming, brainstorming, Nationality/first Anticipated problems:
evaluating, cooperating; language 1. Use other modal verbs instead of 'will' in main clause In this case, I
3. To scaffold students accordingly by gauging will explain that 'might-could-may' can also be used in place of 'will' for
interaction and degree of spontaneity when Belgian/french expressing likely possibility;
they are reading, writing, listening, and 2. Mistakenly apply the simple future when writing if clauses while
speaking, using the first conditional; using simple present when writing main clauses. Remind student that
4. To provide students with opportunities to 'if' follows simple present tense (If S + verb present tense, will +
mechanically, meaningfully, communicatively infinitive)
practice the functional use of the first
conditional across various scenarios by
discussing situations and giving advice which are
likely possible true in the present and future.
Materials:
Lesson Objectives:
(1) discussing likely possibilities in the present
· proverb by John Dryden
or future tense,
· whiteboard, markers
(2) asking for or giving advice
· picture sets of habits
(3) using if/when.
· audio recording: 'My sister is coming!'
· cut up listening script sets: 'My sister is coming!'
· two card sets: Set 1 (8 pictures depicting bad habits), Set 2 (verbs)
· chain story cues
, 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 Timin Inter- Teacher activity Student activity
g action
Warmer Create interest in the topic of 10 T/S, 1. Set the scene, writing the proverb We first 1. Brainstorm habits (good or bad).
asking for/giving advice when minut SS met our habits, and then our habits make 2. In pairs, rank the pictures of healthy
discussing habits es us on the board. and unhealthy habits.
2. Prompt students to brainstorm possible 3. Have a group discussion and share
habits. their rankings.
3. Distribute sets of pictures depicting
healthy, unhealthy, annoying habits for
each pair of students to rank and
categorize.
4. Have a group discussion, encouraging
pairs of students to share how they ranked
and categorized the habits depicted in
their pictures.
Practice Introduce the functions and 10 T/S, 1. Present and contextualize the first 1. Listen to a speaker talking about
grammar in context through a minut SS conditional, having students listen to a habits.
pre-recorded audio dialogue. es speaker talking about habits. 2. In pairs, answer these questions:
2. Prompt students to answer the following (a) What is the speaker talking about?
Lesson Aims: of lesson 1. construct sentences in the simple present and simple future, using
A2 students will/won't;
1. To allow students to inductively discover the (Late elementary/ 12 60 mins 2. be able to discuss healthy, unhealthy, annoying habits;
rule(s) for using the first conditional when pre-intermediate) 3. understand the concept of something likely to happen;
asking for any given advice; 4. can differentiate events which are likely to happen (first
2. To enable students to practice and produce Teenagers (14-16 conditional) from events which generally happen (zero conditional);
the if clause and result clause successfully via years old)
controlled and semi-controlled exercises:
discovering, listening, skimming, brainstorming, Nationality/first Anticipated problems:
evaluating, cooperating; language 1. Use other modal verbs instead of 'will' in main clause In this case, I
3. To scaffold students accordingly by gauging will explain that 'might-could-may' can also be used in place of 'will' for
interaction and degree of spontaneity when Belgian/french expressing likely possibility;
they are reading, writing, listening, and 2. Mistakenly apply the simple future when writing if clauses while
speaking, using the first conditional; using simple present when writing main clauses. Remind student that
4. To provide students with opportunities to 'if' follows simple present tense (If S + verb present tense, will +
mechanically, meaningfully, communicatively infinitive)
practice the functional use of the first
conditional across various scenarios by
discussing situations and giving advice which are
likely possible true in the present and future.
Materials:
Lesson Objectives:
(1) discussing likely possibilities in the present
· proverb by John Dryden
or future tense,
· whiteboard, markers
(2) asking for or giving advice
· picture sets of habits
(3) using if/when.
· audio recording: 'My sister is coming!'
· cut up listening script sets: 'My sister is coming!'
· two card sets: Set 1 (8 pictures depicting bad habits), Set 2 (verbs)
· chain story cues
, 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 Timin Inter- Teacher activity Student activity
g action
Warmer Create interest in the topic of 10 T/S, 1. Set the scene, writing the proverb We first 1. Brainstorm habits (good or bad).
asking for/giving advice when minut SS met our habits, and then our habits make 2. In pairs, rank the pictures of healthy
discussing habits es us on the board. and unhealthy habits.
2. Prompt students to brainstorm possible 3. Have a group discussion and share
habits. their rankings.
3. Distribute sets of pictures depicting
healthy, unhealthy, annoying habits for
each pair of students to rank and
categorize.
4. Have a group discussion, encouraging
pairs of students to share how they ranked
and categorized the habits depicted in
their pictures.
Practice Introduce the functions and 10 T/S, 1. Present and contextualize the first 1. Listen to a speaker talking about
grammar in context through a minut SS conditional, having students listen to a habits.
pre-recorded audio dialogue. es speaker talking about habits. 2. In pairs, answer these questions:
2. Prompt students to answer the following (a) What is the speaker talking about?
