Teaching the First Conditional: A Guide for ESL Teachers
Verified
Added on 2022/11/03
|3
|1123
|326
AI Summary
This guide provides ESL teachers with a step-by-step approach to teaching the first conditional, including target form, model sentence, negative and question forms, pronunciation, context, elicitation, analysis, concept questions, timeline, controlled and freer practice activities.
Contribute Materials
Your contribution can guide someone’s learning journey. Share your
documents today.
Assignment BPPP Grammar lesson table – First conditional NB Look at the model provided andmake sure you understand what MFP refer to here. See Units 2 and 7. E.g. in 4. we do NOT mean 'What is the function of the lesson'!!! 1. What is the target form of the first conditional (both clauses)? (F) Simple present for the first clause Simple future for the other clause Affirmative form: if+ simple present, content word+ will+ infinitive e.g. If I go, she will go with me. 2. What is the model sentence you will elicit to begin your presentation? I will start the presentation by asking a probing question to the learners (e.g. If you eat healthy food, what will happen then?) then after listening to their answers I will use the model sentence that will be: If you eat healthy food, you will stay healthy. 3. What are the negative and question (interrogative) forms of your model sentence? (You might find there is more than one possibility, but you only need to show one negative and one question, then analyse the forms) Model sentence in negative form: If you do not eat healthy food, you will not stay healthy. Form: If+ simple present, subject+ will+ not+ infinitive Model sentence in question form: What will happen if you eat healthy food? Form: Wh question What+ will+ main verb + if+ subject+ simple present+ object 4. What is thefunction? (M)To talk about various possibilities and probabilities in the real life. The function of the first conditional sentences is to show the things or events that may happen in the future. There are two clauses in the sentences one of which shows the cause and the other one show the probable result of the cause. 5. What do students need to know about the pronunciation? (P) (Think only about how the model sentence wouldnormallybe said) Stress and weak forms Affirmative form: In the first conditional model sentence, the learners need to know that the word ‘if’ needs to be mainly stressed while uttering the word. Apart from that, the object needs to be stressed but as much as the ‘if’ word. In the next clause, the last content word needs to be stressed. e.g.Ifyou eathealthy food, you will stayhealthy. Negative form: Everything will be same except the thing that here the auxiliary verb+ not in the first clause needs to be stressed. In the next clause, will+ not needs to be stressed. e.g.Ifyoudo noteathealthy food, youwill notstayhealthy. Intonation: Voice rises for the first clause (/)
Secure Best Marks with AI Grader
Need help grading? Try our AI Grader for instant feedback on your assignments.
Assignment BPPP Grammar lesson table – First conditional Voice falls for the next clause (\) 6. What is thecontextI will use to introduce the form? (M) Talking about the situations that the learners will be able to relate to. 7. How will I try toelicitthe first conditional from the students? I will ask some relatable questions to the learners that will have some probable answers. E.g. I will ask ‘if you exercise….’, then the learners will answer the question in their way. 8. How will I encourage students toanalysethe form (S+V etc) themselves rather than just tellingthem what it is? (F) In order to let the students analyze the form, I will write the answers or the examples collected from the students on the board and analyze those examples. In that way they will understand that they are already following the form themselves without knowing. 9. What concept questions will I ask to check students understand how the form is being used/what it means? What do you understand by the word ‘if’? Why do we generally use the word? Can you give me another word that can replace the word ‘if’? 10. What time line can I use to help students understand sentences such as 'If it's sunny tomorrow, we'll go to the beach.'? From this timeline, I will analyze the timeline as: If you finish your homework, you will go to bed. (see bibliography for the source) 11. How will I get students to practise the pronunciation? I will habituate the learners with the pronunciation by giving them drilling exercises and also by following the pronunciation myself. 12. What controlled practice activities will the students do? 1. I will initiate the conversation by asking the model question to the students and then start asking similar questions to the students and this time I will wait for them to give me the answers.
Assignment BPPP Grammar lesson table – First conditional e.g. If you eat healthy food, what will happen then? - If you eat healthy food, you will stay healthy. If you practice singing, what will you become? - If I practice singing, I will become a good singer. 2. I will give them a find and match series where on one side there will be the cause clauses and on the other side there will be the result clauses. AB If I do not swimI will float I will drown I will fly 13. What freer practice activities will the students do? I will show them a picture and ask them to form first conditional sentences on the basis of the picture. I will start the practice by giving them one example.