Lesson Plan for Teaching First Conditional Sentences in A2 English

This document presents a detailed lesson plan designed to teach first conditional sentences to A2 level English language learners. The lesson aims to introduce students to the concept and usage of first conditional sentences for discussing real-life possibilities. The plan outlines lesson objectives, anticipated problems and solutions, materials required, and a step-by-step teaching procedure. The structure includes a warmer activity to elicit examples, a presentation phase to explain the concept and form of the sentences, and controlled and freer practice activities to reinforce learning. The lesson incorporates various activities, including question-and-answer sessions, drill practice, and matching exercises. The plan also addresses potential pronunciation issues, understanding of probabilities, and sentence formation, providing solutions to address these challenges. The lesson incorporates a variety of activities designed to engage students and promote active learning and understanding of the target grammar point. The plan also includes a homework sheet for students to practice the concepts further.

Lesson Type: Grammar
Lesson Aims: to introduce the use of the
first conditional sentences for talking about
real life possibilities.
Lesson Objectives:
 The learners will understand the
meaning of the words like if, as
soon as, once, after etc.
 The learners will understand how
the two clauses having two different
forms can be juxtaposed together.
 The learners will be able to explain
a picture by using only first
conditional sentences.
 The learners will be able to form the
first conditional sentences by
themselves.
Level of Class
A2
(Late elementary/
pre-intermediate)
Teenagers (14-16
years old)
Nationality/first
language
U.S.A
American English
Number
of
students
12
Length of
lesson
60 mins
Assumed knowledge:
The learners already know the general meanings of the
words like after, once. However, they do not know their
meaning as per the context of the first conditional sentences.
The learners have a firm knowledge about the concepts of
sentences, auxiliary verb, main verb, clauses and the general
subject verb agreement.
The learners have an idea about the simple present tense and
they are aware of the use of the word ‘will’.
The learners know what the affirmative and the negative
sentences mean and how they are formed.
Anticipated problems:
1. The learners will feel difficulty in pronouncing the words in the
standard English as they are accustomed with the American
English.
Solution: I will use the drill practice method in order to habituate
them with the standard English pronunciation.
2. The learners may find it difficult to understand the usability of
the first conditional sentences as it talks about probabilities and
not the truth.
Solution: I will use examples and will also elicit examples from
the students so that they understand the usability and relevance of
these sentences in real life scenarios.
3. There are various types of first conditional sentences but as this

will be introductory class, I will only use the usage of the
sentences that start with ‘if’. So, the students may come up with
questions regarding other conditional words and answering those
questions and finishing the lesson may be a difficult thing.
Solution: I will declare in the beginning that today we will just
focus on the conditional word if however there are other
conditional words that we will talk about later. I will also
encourage the learners to come up with other examples even if the
class will be dedicated to only the word ‘if’.
4. The students may face difficulty in getting accustomed with the
form of the sentences.
Solution: I will make them practice until they learn the form.
Materials:
Board pen
Practice set handouts for each student
Homework sheet for each student
The print out of the picture for each student
Copy of board plan and lesson plan for the teacher during the
presentation.
N.B. While you may use or adapt practice activities you have found elsewhere, the presentation stage must be of your own design. It is not, for example,
acceptable to use a video or PowerPoint presentation of this language that you have taken from elsewhere.

If you need to, subdivide each stage.
Stage Aim Timin
g
Inter-
action Teacher activity Student activity
Warmer To begin the lesson by
eliciting examples from
the students.
5
mins
5min
s
Whol
e
class
Indiv
idual
stude
nts
The teacher will draw an illustration of a
bubble that will include the word ‘what if’
inside before the students enter the class.
The teacher will ask the model question to
the whole class and answer the question
after getting hints from the students.
The teacher will ask another question like
‘if you study hard then you will?’
The students will give different
answers to the teacher but in an
objective from as they do not know
who to use the first conditional
sentences yet.
Different students will answer the
question in different ways. For
example, some will say’.... become
smart’ and some will say ‘...pass the
examination’ etc.
Presentation Introduce the students to
the concept and the usage
of the first conditional
sentences.
3min
s
Whol
e
class
The teacher will praise the students for
participating in the question answer
session. Then the teacher will analyse the
The learners will listen to the teacher
and ask questions if they do not
understand anything written on the

Check if the students
have understood the
concept of the first
conditional.
Check the form
Check the concept
4min
s
3
mins
3
examples given by the students on the
board and explain the form thereafter.
After explaining the sentences on the
board, the teacher will ask the students: so
can you tell me what the purpose of using
these sentences is?’
The teacher will encourage every student
who will attempt to give answers and then
will explain the real function of these
sentences.
The teacher will ask the students to give an
example of a negative sentence.
Same procedure will be followed for
negative sentences.
The teacher will analyse the form and then
elicit the form from the students.
The teacher will ask the students whether
board.
The students will answer. Some will
give correct answers and some will
give false answers.
The students will listen.
The students will give some.
The students will answer the questions
based on negative probabilities asked
by the teacher.
The students will analyse the form.
The students will answer.

Check pronunciation
mins
2
mins
(15
mins
total)
they have understood the function of these
sentences.
The teacher will move forward only if the
students give desirable answers.
The teacher will use the drill practice
session with the students throughout the
lesson.
The teacher will use the same process for
the affirmative and the negative form of
sentences.
The students will follow the teacher
and participate in the drill practice.
The students will follow.
Controlled
and freer
practice
1. The teacher will start
asking similar questions
to the students and this
time I will wait for them
to give me the answers.
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. Find and match series
5min
s
5smi
Indiv
idual
stude
nts
and
colle
ctive
answ
ers
Indiv
The teacher will ask the questions.
The teacher will monitor the participation
of the learners and if the learners lack
motivation then the teacher will motivate
the students to participate.
The teacher will correct the wrong formant
and will raise those who will give right
answers.
The teacher will give handouts of the
The students will answer the questions
using the format of the sentences.
The students will listen.
The students will do the task and will
go to the teacher for understanding the

where on one side there
will be the cause clauses
and on the other side
there will be the result
clauses.
A
If I do not swim
B
I will float
I will drown
I will fly
ns idual
stude
nts
practice set to the students and go to each
bench to see whether they are doing the
work or not. The teacher asks the students
to come to the teacher if they find any
difficulties while doing the task.
task.
Freer practice:
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.
5
mins
(15
mins
total)
14
mins
All
stude
nts
The teacher will give handout of a picture
each. Then the teacher will ask the students
to look at the picture very closely.
The teacher will ask the students to
identify the characters in the picture. Then
the teacher will explain the task to them.
The teacher will initiate the task by giving
one example.
The teacher will monitor the classroom
while the learners will do the task.
The students will receive the handouts.
The students will identify the
characters.
The students will do the task.

The teacher will do a feedback session.
Plenary 6
mins
Total
60
mins
Grou
p
The teacher will check the tasks done by
the students and then give the correct
answers and will announce the highest
scorer.
The teacher will explain the tasks one
more time if majority of the students are
unable to do the tasks.
The teacher will give a homework:
The teacher will tell the students to write a
poem of 12 lines (maximum) that will have
at least 5 first conditional sentences.
The students will check their answer
sheets.
Explain and justify your of teaching aids (board, visual aids etc.), activities and materials for this A2 class of children aged 14-16.
(100-150 words)
Why I chose these activities and materials for this lesson
I chose these particular activities and materials because I know that my students will need to be related to the lesson. Otherwise, it will be
difficult for them to participate in the tasks. The freer practice has been chosen in order to bring out the creative and analytic side of the learners.
The homework is given so that the learners will be in practice even outside the classroom. Only practice can help them be accustomed with the

applicability of the first conditional sentences. Finally, It has to be kept in mind that I am dealing with teenagers so there has to be variety in
tasks and teaching strategies so that the lesson can attract each and every students’ attention.