Fatemeh Pakdaman Shahri Fatemeh Pakdaman Shahri

TP 7, Problem and Solutions
B1 level


In this lesson, students will learn first conditional based on a test teach test technique through a listening focused on running a new business and different problems and solutions they can discuss in this context. Then they will use this structure to talk about different problems they have and the solutions they can think of in a freer speaking practice.


Abc Audio track
Abc Listening Transcript
Abc controlled practice paper slips

Main Aims

  • To provide clarification of first conditional in the context of problems and solutions

Subsidiary Aims

  • To provide accuracy speaking practice in a conversations in the context of everyday life


Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students

The teacher will show the Ss a picture of Simon, Yelena and Lidia, and she will ask students for their names. Then she tells them that they are going to listen to these three characters talking about running a new business, only once. They should answer one question: "How can they do more business?" ICQ: How many times can you listen to them? How many questions are you answering? What is the question? Then the teacher tells them to check their answers in pairs and report to class. In case they do not find the answer, I will give them a HO of the transcription of the audio, and ask them to find the answer.

Exposure (6-8 minutes) • To provide context for the target language through a text or situation

The students will be given a gap-fill HO. They should try to complete sentences with first conditional sentences individually in 2 minutes, then they will check their answers in pairs. The teacher will monitor when they are busy doing the exercises. If most of the students are familiar with affirmative and negative forms of first conditional, the teacher will move to the next level, which is a controlled practice, if not, the next steps will be highlighting and clarification.

Highlighting (1-3 minutes) • To draw students' attention to the target language

The teacher will write the marker sentence on the board, and try to elicit the form while clarifying that the if clause is a present tense and the main clause is a future tense. CCQs: 1. Is the if clause in the past? 2. Is the main clause in the present time? 3. Is opening a terrace the result of serving more people?

Clarification (2-4 minutes) • To clarify the meaning, form and pronunciation of the target language

The teacher will drill the marker sentence, trying to get the students attention on the stressed words in the sentence. I will also tell them that they can use "might", "can" and "may" in the main clause. Then, I will ask them if it is possible to change the place of "if clause" and "main clause". I will also ask students to identify the parts of speech of key words in the marker sentence.

Controlled Practice (3-5 minutes) • To concept check and prepare students for more meaningful practice

The teacher will give each student a slip of paper with either an if clause or a main clause. She tells the Ss to memorize their clause in 10 seconds, stand up and ask other students to find the rest of their clause. At the end, each student should stay with their partner, and tell the class their sentence. ICQ: What will you do when you find you partner?

Semi-Controlled Practice (4-6 minutes) • To concept check further and prepare students for free practice

The teacher will give the students HOs with some if clauses and tell them to ask each other what they will do if ..... ? Each student has to ask different classmates to complete the sentences. They have 3-4 minutes to do so. Then they will report to class. ICQs: How much time do you have? How many of your classmates will you ask?

Free Practice (6-7 minutes) • To provide students with free practice of the target language

I will ask one of the stronger students "What can I do if I want to make more money?" to get a solution using first conditional. The students are supposed to come up with one or two things they want to do or a problem they have, and ask for advice or solutions in pairs. Then I will change each students' partner to do the same activity. They have five minutes on the whole. Then they will report to class.

If-time activity (5-7 minutes) • To provide Ss with the opportunity to practice the TL in the context

The teacher will play the same audio, to the end, and tells the students to listen to it and come up with a summary of the audio in groups, using at least five first conditional sentences. They will have 4 minutes to do so, then the teacher will get WCFB.

Web site designed by: Nikue