Pegah Pegah

Pegah Bahojb Ghasemi (Online) lesson plan
Intermediate level


In this session, students will learn about the first conditional by some examples of Murphy's law.


Abc PowerPoint
Abc Picture of volleyball court
Abc Board

Main Aims

  • To provide clarification of first conditional in the context of Murphy's law.

Subsidiary Aims

  • To provide fluency and accuracy speaking practice about Murphy's law.


Warmer/Lead-in (10-15 minutes) • To set lesson context and engage students

After greeting the class, the teacher talks about a cup of coffee that was on the desk, and she/he was thinking about being careful not to drop the cup on her/his book. But suddenly it happened. Then the teacher wants students to talk about the same experiences. Next, the teacher divides the board or PP slide into 2 parts and writes or types things that students were careful about on the left side and the things that unfortunately happened on the right side. Finally, the teacher wants students to look at the board or slide, and try to connect to parts of the board, and say a general complete sentence. The teacher pays attention to the students' sentences to see whether any of them say the sentence in conditional structure or not. If any of them expresses the sentence with this structure, the teacher will elaborate and expand it more, and if no one expresses it, the teacher introduces the structure to the class.

Exposure (10-15 minutes) • To provide a model of the task and highlight useful words and phrases

The teacher writes or types a sentence in this structure. This sentence is Murphy's law (If something bad can happen, it will happen) and wants students to pay attention to the structure, and retype or say their experiences in this form. After that, the teacher shows the PowerPoint slides to help the students and elaborate more on the subject. The teacher monitors students' understanding. Now it's time to ask the students to explain what important elements they can see in this grammar. After monitoring, the teacher shows a volleyball court picture and says that there are two teams there, the first team is if team that is located on the left side, and the other team is will team that is on the right side of the court. Like volleyball games, these teams are not allowed to pass the net (the teacher asks students to say what is net here. Actually, the net is a comma and it separates the teams). But it is acceptable for the teams to change their location next time.

Task/Game (8-10 minutes) • To provide an opportunity to practice target productive skills

The teacher opens the link of the game and students in pairs or groups of three should look at the pictures and use the words below to create a sentence in the first conditional structure. Each pair or group has 1 minute to find the sentence. If they answer correctly, they will get 10 scores.

Language Analysis (8-10 minutes) • To clarify the concept of grammar and review what they learned

The students watch a video about the first conditional grammar to review it or fill the unfilled gaps in their minds.

Language Production (8-10 minutes) • To express ideas and experiences with suitable structure

This time students in groups of three in breakout rooms talk about Murphy's law and whether they believe it or not (They have 5 minutes to do it). Then one student from each group is chosen by the teacher to explain what they have spoken in breakout rooms.

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