LESSON PLAN FIRST CONDITIONAL

FIRST CONDITIONAL LESSON PLAN

Web links

References

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Bibliography

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Título libro lorem ipsum

Apellido Apellido, Autor (2013), Título del libro. Lugar de publicación: Editorial.

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Apellido Apellido, Autor (2013), Título del libro. Lugar de publicación: Editorial.

Título libro lorem ipsum

Apellido Apellido, Autor (2013), Título del libro. Lugar de publicación: Editorial.

Título libro lorem ipsum

Apellido Apellido, Autor (2013), Título del libro. Lugar de publicación: Editorial.

Título libro lorem ipsum

Apellido Apellido, Autor (2013), Título del libro. Lugar de publicación: Editorial.

Index

Context and class

Unit overview: learning sessions

Lesson #1: learning objectives and strategies

Lesson #1: lesson's development

Assessment

Introduction

• Target class: 3rd year (Middle School).
• Curriculum: English Plus
• Class context: - 20 students, who have known each other since the first year of Middle School;- the students seem, overall, to take interest during the lessons and behave appropriately:- no students with special needs:- overall English level: A2/B1.

• Materials Needed: Interactive Whiteboard, computer, Internet, textbook, notebook and/or other school supplies for writing and taking notes.

01

CONTEXT AND CLASS

UNIT OVERVIEW

I will focus on the first lesson of a new unit the class is about to start. Among the other objectives, the unit focuses on the first conditional, as far as the grammar part is concerned. For the purpose of this presentation, attention will be primarily paid to those lessons that will be devoted to the introduction, practice and assessment of this grammar topic. Other linguistic aspects (skills development, vocabulary, pronunciation, etc.) won't be taken into consideration now, although part of the overall unit design. The following lessons will have, thus, to be integrated with those focusing on these other aspects.

LESSON #1

LESSON #2

...

LESSON #R

LESSON #T

...

PRACTICE

OTHER TOPICS

REVISION

INTRODUCTION

SUMMATIVE TEST

WHAT IS THE FIRST CONDITIONAL?

GRAMMAR EXERCISES AND SPEAKING

SKILLS, VOCABULARY FUNCTIONAL LANGUAGE, etc.

OVERALL UNIT REVISION

UNIT TEST AND FEEDBACK

02

Unit overview: learning sessions

03

LESSON #1: LEARNING OBJECTIVES AND STRATEGIES

Goals

TOPIC: FIRST CONDITIONAL, LESSON #1

KNOWLEDGE

Why do we use this structure? How do we form sentences/questions?

PERSONAL SKILLS

Critical thinking, cooperation, digital competence

SKILLS: LISTENING

Listening: see CEFR

LEARNING TO LEARN

Organise information to study.

TEACHING STRATEGIES

• use of ESA (engage, study, activate) to design the lesson;
• communicative language teaching: grammar structures are presented in context;
• inductive grammar teaching: letting students find out the patterns of language and formulating the rules on their own;
• use of technology to engage students' attention;
• use of different media (video, audio, written texts, etc.) both to keep learners' interest and to benefit different learning styles;
• Flipped classroom as homework to promote self-learning;
• Group work.

04

LESSON #1: LESSON'S DEVELOPMENT

1 | REACTIVATE PRIOR KNOWLEDGE

• I ask the students a question: "What will you do when you grow up?"
• After some speaking, I highlight the modal verb "will" in the question.
• I ask the students if they remember its characteristics
• We revise the uses of will-future.

2 | ENGAGE

• I ask the students another question: "What will happen if you get a bad mark on your next test?"
• I encourage answers with will. Then, I tell the students we will watch a video that relates to that question.
• After watching the video, I ask the students if they have understood what the video is about.

3 | STUDY

• After making sure they have understood what the video is about, I ask them three follow-up questions to make them understand in which cases we use the first conditional:1 IS THE VIDEO ABOUT FACTS OR POSSIBLE EVENTS? 2 ARE THEY CONNECTED TO THE PAST OR THE PRESENT/FUTURE?3 ARE THEY LIKELY (probabili) OR VERY UNLIKELY (molto improbabili)?

• Then, I ask the students to focus on the sentences (taken from the video) and complete the gaps with what they hear. I stop the video after every sentence so that they have the time to fill them in.
• While watching, after some sentences, I ask them to anticipate what the words might be.
• I play the video a second time, if needed.

3 | STUDY

• I tell the students we are going to focus on the sentences and on the context of the video to complete the grammar rules. I ask them to try to complete the table individually, then we check together
• I ask a question to stress the fact that it is mandatory to use a comma when a conditional sentence begins with "if".
• We read the extra example together. I remind the students that we use the auxiliary "do/does(n't)" for questions and negative sentences with the present simple and that we use "won't" for negative sentences/questions.

4 | ACTIVATE

• To practice the new rules, I hand out a sheet with an exercise which contains a similar chain story to that of the video (while projecting it on the whiteboard, at the same time)
• We read the context box together, and I ask them why the man doesn't want to lend his newspaper to the other passenger (e.g. because he wants to read it, because he doesn't like lending things, etc.)
• I ask the students to look at the pictures and tell them what the man's answer is.
• We read the first sentence together and complete the second to understand how the exercise works.
• I divide the class in pairs. They have to write the missing sentences, using the pictures, to explain the man's answer.

4 | ACTIVATE

• I give them 10 minutes to complete the task.
• Then, we read the sentences together, stopping after each one to check variations.
• Then, in pairs, they repeat the sentences one by one, covering the answers.
• I monitor their progress and correct or help with any pronunciation or grammar issue.

5 | FEEDBACK

• I ask the students whether they have any questions.
• I ask them to repeat what we have learned so far to better memorise the rules.
• I assign the homework for the next lesson, making sure the students understand what the need to do.

05

ASSESSMENT

ASSESSMENT

SELF ASSESSMENT

SUMMATIVE ASSESSMENT

FORMATIVE ASSESSMENT

to promote the students' self awareness of their doubts and to boost their sense of responsibility.

the test will use similar exercises to those done in class. It will also include other linguistic aspects.

through homework and monitoring during the lessons. Also, through one last "revision lesson" before the test.

Web links

References

Canva

Genially

Bibliography

English File Digital Gold A2/B1.

Latham-Koenig, C., Oxenden, et al. (2018). English File 4 Ed. A2/B1. Oxford: OUP.

On Topic A2/B1

Bowen, P., Delaney, D., Foody, E. (2023). On Topic A2/B1. London: Pearson.

Into Focus B1

Kay, S., Jones, V., et al. (2019). Into Focus B1. London: Pearson

Thank you!

NICOLA TONETTO

CEFR

B1 - ORAL COMPREHENSION

"Can understand the main points of what is said in a straightforward monologue (e.g. a guided tour), provided the delivery is clear and relatively slow."

Source: COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES: LEARNING, TEACHING, ASSESSMENT. COMPANION VOLUME WITH NEW DESCRIPTORS. Council of Europe, April 2020.

SELF-ASSESSMENT

1. I can understand... (listening)
2. I can understand... (reading)
3. I can explain/say/discuss... (speaking)
4. I can write... (writing)
5. I can use the first conditional.Find three mistakes in the following sentence and explain why it's wrong.If it won't rain I go to the beach.

If it won't doesn't rain , I 'll go to the beach.