Barış Can Barış Can

Final TP
Intermediate level


The lesson focuses on first conditionals and aims to present the grammar and practice it. The lesson will start with a warmer intended to get students to thinking about the subject. Next they will be given a fill in the blanks exercise which the students listen complete but can be done independent of it. Then using the examples in the text the T will try and elicit the language form after which s/he will provide the students with another reading exercise. Once s/he is sure they have the grammar down there will be a speaking activity where the students are asked to play either of two games; both will involve the usage of the previous "then clause" with the "if clause".


Abc Pictures 1-6
Abc HO #1
Abc HO #2

Main Aims

  • To provide clarification, review and practice of first conditional in the context of moving to another country

Subsidiary Aims

  • To provide cloze reading practice to expose the students the first conditional in the context of moving to another country.
  • To provide accuracy speaking practice in chain formation structured for the first conditional


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

I will start by showing students a cartoon with an empty though bubble and ask what the person is doing. Two possible answers can be given: imagination and thinking. Then I will try to elicit what is usually considered imagining with other cartoon that have words / numbers on them and another one with only a picture. The former will be thinking, the latter will be imagining. I will stress that this is usually what is meant by it. Then I will show the pictures with a kid and an adult imagining where they would go. Then I will ask what has to happen for these things to occur?, i.e. what conditions!!!!

Pre-Grammar Reading (6-8 minutes) • Reading for details to provide exposure to the form.

First, set the context for the story about Jack and Annie. They want to move to a place with better whether. T should do this by eliciting some answers: Which one would you choose to live? Is going somewhere for vacation? Does it have more hardships? How is the weather in England? How is it in Spain? etc. I will give them the conversation between Jack and David and fill them out while doing the listening. The listening is not actually needed (the options are there) but it will provide an environment where they get used to listening without listening per se (as a skill) After the listening let the Ss check with their partners. Ask them if they got it. If they seem lost while monitoring then do the listening one more time. The last FB will be with the students providing the answers.

Highlighting (2-4 minutes) • To draw students' attention to the target language

I will ask them to work in pairs and tell me how they can continue where the listening left off and how they could answer the questions in the text. I will not actually tell them the form yet or say what it means and expect them to draw it from the general definition of condition. If the class seem weak or they are clueless about the grammar then I will tell them the general form for first conditional: "If .... then....." OR " .... if ..." I will ask them if they can form a sentence using the form from the information given in the text. If they can't I'll do it for them. e.g. If there are lot of cheap, old farms, [then] they'll have no trouble finding a place to live.

Language Analysis (10-12 minutes) • To clarify the meaning, form and pronunciation of the first conditional (TL)

Start by introducing the first sentence with the "only if" form; then ask how else it could have been written. Then draw attention to the question form. Draw a time line. point out (eliciting) that the act / event in present simple happens in the future too. Also elicit the change of the condition in the "only if" form. Teach the notion the notion of possibility. CQs: Which one happens first? Can they both happen? Do they have to happen? What is the chance that they will happen? Drill the sentences revealing stress and intonation. Project the sentences on the board and do the terminology / tense. Show words stress and intonation

Controlled Practice (6-7 minutes) • To read and determine the tense of the verbs

Provide HO 2 for the students. Make them do it. Check with their partners. FB whole class. Ask them how when changes the meaning... and elicit the form.

Semi-Controlled Practice (8-10 minutes) • Writing for accuracy in first conditionals about travel

Imagine you went to China alone... Project the potential pitfalls of living in a foreign country on the board (adapted from ex 2 of the course book) Have the students write three sentences. One for the one of the hypothetical and two for another. Demo it (prepared) Ask for the students to help each other out if some are having trouble. Don't try to do it yourself. Monitor...

Speaking exercise (flexi-stage) (8-10 minutes) • Speaking for accuracy using the first conditional.

I present two options for this: (1) If there are enough students and they seem to get the hang of it then separate them into two groups. Start with a conditional sentence the and ask one of the groups to turn the act (not the condition) into the condition. The second group does the same thing in 20 sec. If a group cannot do it, or if the grammar is wrong the other group gets a point. Demo: If I visit Argentina, I will talk to my mother every day. If I talk to my mother every day, my mother will love me more. If my mother loves me more, I will be very happy. The point of course is to give one that the other group will have trouble with. (2) If there is not enough students or if the people seem to be confused on the topic I will do a similar exercise. This time the students will do the same transformation of sentences, this time in a chain. The students will vote on the most interesting conditional (they can't vote for themselves

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