Maedeh Maedeh

Murphy's law_ 1st conditional
Pre-intermediate level

Description

In this session, ss will learn the 1st conditional grammar in the context of Murphy's law. For the warm-up I will write on the board: No pen= Death!! Then I will ask ss to try to imagine how could a "no pen" situation lead to "death" as a result. After that I will show them the full chain of consequences . To focus on the meaning and form I will ask students which side of the list is the cause or condition and which is the result and then I will read out the first three lines but using 1st conditional form, then students will repeat it. Next I will ask ss "did you ever think loosing a pen might result in such disaster?" in order to give them context. I will elicit Murphy's law and discuss it briefly. Afterward I will show them some images which elicit Murphy's law and then ask them to produce a Murphy's law to fit the image in small groups by using IF... WILL/ WON'T. Then I will ask them to open their books and skim through the reading part in pairs and after that I will get the feedback then ss will scan it and then ss will complete the exercise part on the book. After writing the grammar form on the board I will give them handouts related to Murphy's law.

Materials

Abc HO 2
Abc Pictures
Abc WB
Abc SB
Abc Markers
Abc HO 1

Main Aims

  • To provide clarification and practice of 1st conditional in the context of Murphy's law

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of Murphy's law

Procedure

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

For the warm-up I will write on the board: No pen= Death! I will ask ss to imagine how could a "no pen" situation lead to "death" as a result. Then I will get feed back. I will write If on the board to help them for making sentences. After that I will give them extra information of that chain of consequences: No work .. no marriage. Than I will get feedback again. At the end I will show them the full chain of consequences.

Test #1 (8-10 minutes) • To gauge students' prior knowledge of the target language

On this stage, I will ask the ss which side of the list is the cause or the condition and which is the result. Then I will read out three lines using 1st conditional form and do choral drill but then switch to individual drilling in a random order. Then I will give them a handout which is related to the chain consequences. Then I will give them 5 minutes to complete it individually. Then we will check the answers.

Teach (15 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

I will ask ss: Did you ever think loosing a pen might result in such disaster? Then I will write on the board: If something can go wrong, it will go wrong. Then I will ask them if it sounds familiar at all and I will elicit Murphy's law and discuss it briefly. Next I will give them some examples of the Murphy's law and show a picture to them in order to understand better and then I ask them to produce Murphy's law to fit the images in small groups and I will remind them to use If and will/ won't. Afterward I will ask them to open their books and skim through the reading text in small groups and then I will ask them CQs and elicit new vocabulary. Then they will scan the text and after that I will write the form of the grammar on the board.

Test #2 (8-10 minutes) • Check students' use of the target language again and compare with the first test

On this stage, ss will complete the exercise matching on the book. And we will check exercise together. Next ss will complete the Murphy's law which is on the book. Then ss will read their sentences.

Free practice (5 minutes) • To provide students with free practice of the target language

In this part I will divide the class in three and give them cards to match the Murphy's law. I will monitor them.

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