yaser yaser

Life is not perfect
Pre-intermediate level


The primary focus of this lesson is the application of first conditional. The lesson also takes heed of lexis as the new words are meant to be taught and used by the SS through a number of controlled, semi-controlled practices. This lesson is student-focused and strives to cater for their needs, namely accuracy and fluency. This lesson will draw on images so as to facilitate the grasp of the new lexis.


Abc Gap-fill handout
Abc HOs,WB,markers

Main Aims

  • To provide practice and clarification of First conditional in the context of Problems

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a Conversation in the context of Problems
  • To provide fluency and accuracy speaking practice in a conversations in the context of Problems


Lead-in (4-6 minutes) • Setting the context

I begin the class with a fairly short anecdote. The short anecdote will activate the SS' schemata. Then the SS are presented with the phrase ‘life is not perfect' and some images with which we associate some typical problems. The SS are expected to guess the problems in groups. I will write some of those responses on the WB.

Introduction of function (4-6 minutes) • To provide the SS with the opportunity to familiarise themselves with the function

The SS get through the activity in pairs so that they can exchange ideas and provide peer support. To get the feedback it is the SS that nominate each other to answer the questions. In the end, I will do a few choral and individual drills.

Exposure (10-12 minutes) • To introduce the TL

I use the pictures in exercise 3 and and at the same time draw the SS' attention to the function in exercise 1 to prepare the SS for the listening. The SS are expected to use the phrases to guess the problems. Next, the SS listen to the recording and match the conversations to the pictures. The SS pair up and check up their answers. The SS listen to the recording again. To economies on time, I will see fit to write the answers on the WB. After that, I write three of the sentences on the WB ; number 1,2 and 3 as they present ‘if' in different patterns. After specifying the ‘if clause' and ‘ main clause' I ask a number of CCQs so as to check the SS' understanding of the meaning. I will also ask questions that target the form. For instance, ‘what verb form is in the main clause?' , ‘which verb form is in the if clause?' and ‘is the if clause always first in the sentence?' To focus their attention on form. Finally, backchaining will be done with two of the examples. This stage is followed by some choral and individual drills.

Controlled practice (4-5 minutes) • To provide the SS with opportunity to have accuracy practice of the TL.

The SS go through exercise 6 and answer the questions by themselves. They pair up to answer the questions. To get the feedback I will pairs to read the conversations to check up the answers.

Semi-controlled practice of the TL (4-6 minutes) • To provide fluency and accuracy practice

The SS are presented with some sentences including one blank. The blank represent the new lexis. Then they are asked to build examples of first conditional sentence .As for the answers, I will write them on the WB. Next, they see half sentences to complete on the reverse. This activity begins with a demo by the teacher. After that, they go on to read their examples and make sure the examples are correct. I will have the ss nominate each other asking the appropriate question regarding the examples. I will give a demo with the first one.

Semi-free practice (8-10 minutes) • To provide the SS with more fluency practice and autonomy.

The SS are provided with HOs on which they see some phrases that represent one component of a first conditional sentence. The SS form complete sentences that are true about them and then go on to ask 'what will happen if you............................?' The SS pair up to ask and answer the questions. After two minutes they will form bigger groups so that they can have more chance to talk. Actually they are required to ask questions so that their peers can contribute to the conversation.

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