Jaqueline Moreno Jaqueline Moreno

TP7 LP_Jaqueline Moreno
Pre-Intermediate level


In this lesson, students learn about the first conditional through guided discovery based on a reading text. The lesson starts with a discussion that helps contextualize the topic. This is followed by a controlled practice and finalizes with a freer practice so students get to use the TL seen during the class.


No materials added to this plan yet.

Main Aims

  • To practice and revise structures expressing the first conditional.

Subsidiary Aims

  • To consolidate lexis and the use of first conditional in the students daily life context.


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

1.- T greets students 2.- T shares screen to present the first slide that will introduce the lesson's topic. Ss will see the question "What happens if...?" and the next statements on the slide: Your room is messy but you want to go out with your friends You don’t wear a coat in the winter You skip breakfast You eat junk food 3.- T will tell students to discuss those questions with their classmates in breakout rooms for 3 minutes

Exposure/Text work (10-12 minutes) • To prepare students for the text and make it accessible

4.- T will share her screen and show students a file for them to read in one minute then T will provide a link in which they will have to listen to a song so at the same time they also have to choose the correct words to fill in the blanks. This will be in pairs, they will have 5 minutes to do the activity together.

Guided Discovery (10-12 minutes) • To let students find patterns then clarify the meaning, form and pronunciation of the target language

5.- Once students are done with the actity, they will go to a link in google docs so they can identify the structure in within the lyrics. 6.- To cover MFPA and clarification, Ss will answer a short quiz for them to identify and check the structure of the grammar structure then they will check their answers in pairs, after that, T will clarify language by providing more examples on the slides and further explanation.

Controlled Practice (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

7.- T will share screen and show Ss the activity they are expected to do individually. T will explain the instructions then assign each student a slide to work on. CCQ's: - Is this in teams? - How much time will this take? 8.- Once students are done, T will check answers with the whole class and will provide feedback if necessary.

Freer practice (8-10 minutes) • To provide with an opportunity to practice what they've learned

9.- T will tell students to do a "Chain story" activity in which they will work in pairs for the next 10 minutes. The activity consists that Ss have to think of a sentence then from that they will turn it into the first conditional. e.g "I will to to the zoo tomorrow" so the next sentences might be "If you go to the zoo tomorrow, I will get ice cream." "If you get ice cream, I will buy some pizza." and so on. 10.- T will monitor students and once they are done T will deliver feedback then T will remind them about the content in the class such as the structure of the grammar seen, meaning, use and ask for examples (T nominates Ss)

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