Jon Winchcombe Jon Winchcombe

Copy of Teaching practice 7
Pre-intermediate, A2 level


In this lesson, students learn about the first conditional through guided discovery based on a listening text about everyday problems. The lesson starts with a short story about being late for work. This is followed by a clarification of the first conditional meaning, form and pronunciation. The lessons continues with controlled, semi-controlled and free practice written activities.



Main Aims

  • To provide clarification and written practice of the first conditional in the context of everyday problems

Subsidiary Aims

  • To provide product writing practice of chain stories in the context of everyday problems


Warmer/Lead-in (5-6 minutes) • To set lesson context and engage students

1 T greets Ss and asks them 'How are you today?' If needed T asks ss to sit in a larger circle and/or pairs them (T) 2 T begins the lesson by telling ss a short story of why she was late for work today. 'Today I was late for work. Usually, I wake up at 6am, this morning I overslept, I lost my car keys, then I missed the 7.05 bus and I got stuck in traffic.(T) 3 T asks ss to retell the story in pairs 'Now can you please tell your partner what happeneed to me this morning' (PW)

Exposure, listening for gist (5-6 minutes) • To provide context for the target language through a text or situation

1 T asks ss to look at picture A, B, C and elicits what problems these people have. T asks the question, gives ss the time to respond (Possible answers: Brian and Eleanor are stuck in traffic. Natalie is late/has overslept. Alan and Kathryn have lost something) 2 T asks ss to listen and match the conversations to the photos (PW) (recording duration: 1:17) T writes Answer Key on the WB: 1B 2C 3A 3 T asks ss to match sentences 1 - 5 to the people in photos A B C (PW) T writes Answer Key on the WB: 1 Nathalie, 2 Kathryn, 3-4 Brian,5 Rebecca

Clarification (5-6 minutes) • To clarify the meaning, form and pronunciation of the first conditional

1 T checks ss understanding of the TL meaning and clarifies it (CCQs) 1) Are we talking about the past, the present or the future? (future) 2) What will happen, if I’m late again? (I’ll lose my job) 3) Is it 100% sure that I’ll lose my job? (no) 4) Is there a chance that I will lose my job? (yes) 2 T shows the form: If + S + present simple (if clause),S + will +v1 (main clause) 3 T plays the recording (R9.2, 1:10') and asks Ss to repeat (backchaining). The sentences are going to be displayed on the WB (stress+contraction I'll highlighted)

Controlled Practice (6-8 minutes) • To concept check and prepare students for more meaningful practice

1 Ss choose the correct tense, multiple choice activity (HO ex 1) (PW) 2 Ss fill in the gaps with the correct form of the verbs in brackets (HO ex 2) (PW) 3 (IF TIME) Ss make sentences (GW) (HO ex 3)

Semi-Controlled Practice (5-6 minutes) • To concept check further and prepare students for free practice

1 SS write a chain story using the given verbs in the first conditional. Demo sentence 1: miss the bus: If I oversleep tomorrow, I'll miss the bus. If I miss the bus, I'll...(have to drive) (GW 4) 2 FB G-class. T interferes only if she notices major mistakes using TL T thanks ss if answers are OK, T won't echo ss

Free Practice (8-10 minutes) • To provide students with free practice of the target language

1 T asks each group of ss to choose one of these topics (weather, holidays, big decision, money) and to write a short story T observes without interfering. T takes notes of ss errors for the delayed feedback

Feedback/error correction (2-3 minutes) • To help ss learn from their errors

Delayed error correction of the errors noticed during the spoken and written activities. T writes the errors on the WB and asks ss 'What's wrong? Why?'

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