Cesar Becerra Cesar Becerra

Upper-intermediate level


In this lesson, students will learn the first conditional through a text, guided discovery tasks and both controlled and freer practice.


Abc Slides
Abc Controlled Practice
Abc Guided Discovery

Main Aims

  • For students to learn grammar about the first conditional in the context of discussing what they would do if the lockdown ended.

Subsidiary Aims

  • For students to gain speaking practice in the context of discussing what they would do


Rapport (2-2 minutes) • To build a friendly learning environment

1. T asks students to write in the chatbox one word of how they are feeling today (good and bad are forbiden). 2. T asks specific students why they chose that word.

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

1. T asks students "Let's say the Covid vaccine comes out today. Would you take it? Why?" 2. Ss go to breakout rooms to discuss these questions for 2 minutes.

Exposure (4-4 minutes) • To provide context for the target language through a text or situation

1. T shows Ss the question "Who is more concerned?" and asks students to read a Dialogue. 2. Ss read dialogue and write the answer to the question (Dwayne). 3. Ss send their partners their answer to Peer Check. 4. T elicits from students if their answers matched their partners'. 5. If there is big controversy, T refers back to text.

Clarification (4-4 minutes) • For students to work on discovering the meaning and form of the TL

1. T shares Google Forms with Ss. 2. Ss answer Google Forms in pairs (Breakout rooms) 3. T monitors

Feedback & pronunciation (4-4 minutes) • For students to verify if their answers were correct and to learn more about the pronunciation of the TL

1. T elicits answers to the guided discovery task from students. 2. If there is a big disagreement, Ss discuss why they chose their answer 3. T drills the class through pronunciation.

Controlled Practice (4-4 minutes) • For students to check their understanding and start practicing the new TL

1. T shares screen with Google Forms and answers the first question as a demo. 2. Ss answer on their own

Peer check (2-2 minutes) • For students to gain confidence before open class feedback

1. T sends Ss to breakout rooms, in pairs, to check their answers with their peers. 2. T monitors

Feedback (3-3 minutes) • For students to share their answers with the entire classroom and check them

1. T elicits answers from students 2. If there are discrepancies, T stops to clarify.

Free Practice (8-8 minutes) • For students to have the opportunity of producing the TL

1. T shares screen with relevant questions. 2. Ss go to breakout rooms and discuss the questions in pairs.

Feedback (3-3 minutes) • For students to share their ideas with the whole class and further encourage conversation

1. T elicits from students "What did your partner say about...?" 2. Ss briefly answer (don't ask the chatty ones)

DEC (5-5 minutes) • For students to learn about their mistakes as well as to feel encouraged by their good language use

1. T shares screen with four sentences related to the TL used by students. 2. T says "Some are correct and some are wrong. Which ones and why?" 3. Ss discuss and correct the sentences.

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