Анна Грищук Анна Грищук

Copy of Grammar Conditionals Lesson
Intermediate level


In this lesson, students learn about "the first and zero conditionals" through guided discovery. At the beginning, the lesson will be linked to the previous lesson so as to set the scene in the context of emotions/feelings.The lesson starts with an activity to elicit the meaning of the target language.Answers are checked in pairs. This is followed by some concept-check questions. Students discuss and circle the correct answers in pairs. Whole class feedback is given in both exercises.Then the form is introduced to the students by eliciting.Back-chain drilling will be used and phonemes of some words (which students might have difficulty) in the sentences will be written. To practice, this is followed by a listening activity. The answers are hidden behind the students' worksheets. As a controlled practice, students will fill in the blanks and check the answers in pairs. Answer keys are sticked on the walls of the class so as to give feedback. To practice speaking, students get in pairs and pick up some colourful cards. Half of the sentence is given and they will complete the sentence with their own sentences by comparing one another. As a freerer practice, students pick some cards including pictures on them. This time they create their own sentences using the target structure by only looking at the word and the picture given. The other student will comment on it and tell his/his sentence and discuss about it.


Abc Speak Out Students book copies, pictures, colourful cards, hand outs

Main Aims

  • To provide clarification of the first and zero conditionals in the context of emotions

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of emotions


Warm up/Lead in (3-5 minutes) • to set the context and draw students' attention on it

-T sticks three different pictures on the board and elicits some words about emotions.T asks a few questions and elicits answers about the context. (How does she feel in the first picture? etc.)

Checking the Meaning of the Target Language (5-7 minutes) • to elicit the meaning of the target language by providing a meaningful context related to lead-in

-T gives hand outs. There are 4 questions about the target language. -Students will try to get the meaning individually and write 'GS' for general situations and 'FS' for future situations. -Answers are checked in pairs and whole class feedback is given.

Guided Discovery (3-5 minutes) • to get students to find out the rules of "the first and zero conditionals"

-Students work in pairs and discuss about the two questions given under the 'gs&fs' exercise. -Students underline the correct situation which explicitly makes a link with the first and zero conditional. Whole class feedback is given.

The Structure of the 'First and Zero Conditionals' (5-7 minutes) • To elicit the forms of the target language and introduce the structure by drilling

-T writes two sentences on the board. One is the first conditional and the other is zero conditional. -T elicits the sentence structure and writes it under the sentence. T does this for both sentences. (If+ S+ Present Simple..etc.) -T uses back-chain drilling. -T introduces pronunciation of some words that students might need to use a lot in sentences. (I'll .../aɪəl/)

Controlled Practice (Listening Exercise) (4-6 minutes) • to provide and practice pronunciation of the target language

-Ss listen to 5 sentences and choose the correct tense. -Ss check the answers individually and the answer keys are just hidden behind their own worksheets. -Whole class feedback is given.

Controlled Practice (Gap fill activity) (7-9 minutes) • to get students to practice more on the target language

-T gives hand outs about the target languageç -Ss complete the sentences individually and answers are checked in pairs. -Answer key sheets will be sticked around the class so that students will discuss about and check their answers. -Whole class feedback is given.

Controlled Speaking Practice (5-6 minutes) • to get students to practice speaking on the target language

-Ss get in pairs. Each student picks up one colourful card and finds her/his pair (same colours will be pairs) -Ss read their sentences written on the card and try complete the sentences with their own sentences by speaking with her/his partner. Ss will compare their ideas/sentences. (If I have time,............etc.) -If there are any errors, T will take some notes and gives feedback afterwards.

Further Speaking Practice (5-7 minutes) • to provide further speaking practice on the target language

-Ss get in pairs. Each student picks up a card including one picture and one word written on. -Ss create their own sentences by using the word. The words and pictures are related to each other so they can comment on the topic. Students discuss about their sentences. -If there are any errors observed, feedback is given afterwards.

Extra Practice Activity (5-6 minutes) • to get students to practice more on the target language

-If there is extra time, T will use this controlled practice activity in the lesson. -Ss work in groups of 4. -T gives cut-ups and Ss match 'If clauses' with main clauses in groups. -Answer keys are given to each group.

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