Lesson Type: Grammar Level of Numb Length Assumed knowledge:
Lesson Aims: Class er of of Students are already familiar with present simple,
To introduce the first conditional for stude lesson present continuous and past simple to talk about
the function of talking about events A2 nts completed past events and actions for commonly used
that are likely to happen (Late 12 60 mins verbs.
elementary/
To contras the use of both future pre- Students have been introduced to future simple to talk
simple and present simple in intermediate) about events that have not happened yet
sentences.
Teenagers They would be familiar with basic grammatical
To provide freer practice of the first (14-16 years structures such as verbs, adjectives, negative form,
conditional form old) question form and the names of the tenses etc.
Nationality/ Anticipated problems:
first ⬧ Students are at a lower level so the understanding
Lesson Objectives: language or the language used to explain the concept might
Students will demonstrate be a challenge
knowledge of the first conditional Chinese o I will plan effectively what type of language
form and demonstrate will be best understood
understanding by controlled and ⬧ Students might be tempted to converse in their
freer activities. native language as they come across any difficulties
o I will divert students back to English
⬧ They will find it difficult to differentiate when to use
the first and the other conditionals
o I will explain that the difference is about
probability
⬧ They might not hear the contraction between
, subject and auxiliary verbs – e.g. she’ll
o I will give different examples and ask them
to listen and repeat
⬧ Class may be boring and there might be a difficulty
in maintaining attention
o I will make the class interactive and use
examples and materials that students can
relate to.
Materials:
❖ Picture card game activity
❖ Board and marker
❖ Homework sheets
❖ Sentence match activity
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.
Lesson Aims: Class er of of Students are already familiar with present simple,
To introduce the first conditional for stude lesson present continuous and past simple to talk about
the function of talking about events A2 nts completed past events and actions for commonly used
that are likely to happen (Late 12 60 mins verbs.
elementary/
To contras the use of both future pre- Students have been introduced to future simple to talk
simple and present simple in intermediate) about events that have not happened yet
sentences.
Teenagers They would be familiar with basic grammatical
To provide freer practice of the first (14-16 years structures such as verbs, adjectives, negative form,
conditional form old) question form and the names of the tenses etc.
Nationality/ Anticipated problems:
first ⬧ Students are at a lower level so the understanding
Lesson Objectives: language or the language used to explain the concept might
Students will demonstrate be a challenge
knowledge of the first conditional Chinese o I will plan effectively what type of language
form and demonstrate will be best understood
understanding by controlled and ⬧ Students might be tempted to converse in their
freer activities. native language as they come across any difficulties
o I will divert students back to English
⬧ They will find it difficult to differentiate when to use
the first and the other conditionals
o I will explain that the difference is about
probability
⬧ They might not hear the contraction between
, subject and auxiliary verbs – e.g. she’ll
o I will give different examples and ask them
to listen and repeat
⬧ Class may be boring and there might be a difficulty
in maintaining attention
o I will make the class interactive and use
examples and materials that students can
relate to.
Materials:
❖ Picture card game activity
❖ Board and marker
❖ Homework sheets
❖ Sentence match activity
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.
