Sameh Sameh

The First Conditional TBL
Pre Intermediate level


In this lesson, students learn about the first conditional through guided discovery based on a reading dialogue about daily problems. . The lesson is going to start with an exercise about daily problems. Then the students are going to read the a dialogue that has the TL. This will be followed by presentation about the first conditional. Then there will be some controlled practice through a gap filling exercise. Finally there will be free practice via a writing activity.


Abc Pictures
Abc PowerPoint presentation
Abc Questions hand out
Abc Reading text hand out

Main Aims

  • To provide clarification and practice of the first conditional in the context of daily problems.

Subsidiary Aims

  • To provide product writing practice of the first conditional in the context of daily problems


Warmer (4-5 minutes) • To have some fun and activate the students

I am going to give the students a game about compound words. Students are going to choose a number then will see two pictures. They should figure out the compound word. Choose a number and look at the pictures to figure out the word. CCQs 1- Are you going to look at pictures or read sentences? Look at pictures. 2- Are you going to figure out a word or a sentence? A word. The words: armchair - jellyfish - pancake - cupboard - butterfly - sunlight

Lead-in (4-5 minutes) • To set lesson context and engage students

I will show the students three daily problems and thee pictures about them. Students will match each problem to the correct picture. Work individually to match the problems o the correct photo. You have 1 minute. ICQS: 1- Are you going to work individually or in groups? Individually. 2- Are you going to fill in the gaps or match? match. 3- How much time do you have? 1 minute. The problems: 1- Oversleep on Sunday morning. 2- Lose your keys / mobile. 3- have an accident. 4- get stuck in traffic. The Pictures:

Pre-Reading (3-4 minutes) • To prepare students for the text and make it accessible

I will present the blocking vocabulary using the MPF. First I will show the students a picture of the word and help them to reach the TL, then I will pronounce the word and let them repeat and finally I will show them the form of the word and put it in a context. Blocking words: -oversleep (v) (overslept - overslept): to sleep for longer than you intended to and so wake up late ex. I was late for work because I overslept. CCQs: 1- When you oversleep, do you sleep for longer than or shorter than you intended? -longer 2- When you oversleep, do you wake up early or late? -late

Exposure (7-8 minutes) • To provide context for the target language through a text or situation

I am going to show the students the dialogue and ask them to read it and finish the following exercise. Work in pairs to read the dialogue and then choose the correct answer. You have got 6 minutes. ICQs: 1- Are you going to work in pairs or groups? Pairs 2- After reading, are you going to choose the correct answer or fill in the gaps? Choose the correct answer. 3- How much time have you got to finish the task. 6 minutes. The dialogue: Keira : Morning Hannah. Do you want some coffee? Hannah: No, thanks Keira. I haven't got time. I overslept again. Keira : Oh dear! A late night, was it? Hannah: Yes, a bit. Look! I have to go. If I'm late again, I'll lose my job. Keira : Don't worry. You'll be OK if you get a taxi. Hannah: Yes. Good idea. Have you got the number of a taxi company? Keira : Yes, I have. I'll call them now. Hannah: Right. Have a good day. Keira : You too. See you later. Choose the correct answer: 1- If Hannah is late again, she'll lose her............... a. wallet b. job c. keys 2- Hannah will be OK if she gets a............... a. car b. bus c. taxi After the students finish, I am going to choose two students to say the answer and I am going to give a whole class feedback.

Highlighting (3-4 minutes) • To draw students' attention to the target language

I will show the marker sentence; If I'm late again, I'll lose my job. I will draw the students' attention to the parts of the sentence. If and the two clauses

Clarification (7-8 minutes) • To clarify the meaning, form and pronunciation of the target language

I will clarify the meaning of the first conditional to the students; which is that we use it to talk about possible things in the future; by using some eliciting questions: 1- Do these sentences talk about the present or the future? the future. 2- Do the if clause talk about things that are possible or certain? possible. Then I will clarify the form of the first conditional; which is if + present simple, future simple; also using eliciting questions: 1- Which verb form is in the if clause? Present simple. 2- Which verb form is in the main clause? Future simple. 3- Is the if clause always first in the sentence? No, we can replace it with the main clause. Finally I will clarify the pronunciation of the first conditional sentences. I will tell the student that when we start with the if clause, we say it using raising intonation the falling intonation on the main clause. Also I will tell them that the stress is on the main clause and I will ask them to practice saying some sentences again to make sure they can say right.

Controlled Practice (7-8 minutes) • To concept check and prepare students for more meaningful practice

I will give the students a controlled practice exercise to make sure they understand the form correctly. I will give them a gap filling exercise. They will work in pairs to do the exercise. I will ask some ICQs to check their understanding to the task. Work in groups to fill in the gaps with correct form of the verb in brackets, you have 5 minutes: ICQs: 1-Are you going to work individually or in pairs? In groups 2- Is it a gap filling or multiple choices? Gap filling 3- How much time do you have to finish the exercise? 5 minutes The Hand out: 1- A: If you don't hurry (not hurry), you'll be (be) late. B: OK, I'm leaving now. I will call (call) you if there is (be) a problem. 2- A: Don't worry. If she misses (miss) the last bus, she will get (get) a taxi. B: But look at the time. If she isn't (not be) home by midnight, I will start (start) worrying. 3- A: If you don't pass (not pass) these exams, you won't go (not go) into university. B: Well. If I don't go (not go) into university, I will go (go) travelling instead. I will give a whole class feedback by showing the answer on the PPT.

Semi-Controlled Practice (7-8 minutes) • To concept check further and prepare students for free practice

I will give the students some words to use them to make sentences in the first conditional. -Work in groups to use the following words to form sentences using the first conditional. You have 6 minutes. I will ask ICQs to check understanding. ICQS: 1- Are you going to work in pairs or in groups? in groups. 2- Is it a gap filling or a sentence forming? a sentence forming. 3- How long is the exercise? 6 minutes. I will give them the following handout The hand out: 1- get up late, miss the bus. 2- have enough money, buy a new car. 3- be not busy, go to the party. 4- win a prize, be proud. 5- study well, get a good mark. The answer will be varied according the subject the student will use. I will ask a student from each group to read out the sentences and give on the spot feedback.

Free Practice (6-7 minutes) • To provide students with free practice of the target language

I am going to give the students a list of some daily problems and ask to choose three problems and write what they will do if they have these problems. The problems list: -get lost -leave your wallet at home -miss a plain / train -run out of money -forget someone's birthday - have an accident Work individually to choose three problems and write what you will do if you you have any of them. You 3 minutes.

PACS (2-3 minutes) • To correct the students' errors.

I will write the sentences students made or said incorrectly and ask them to find the mistake and correct it. I will give a whole class feedback.

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