Name: ÖMER FARUK ÖZCENGÄ°Z • 06 Apr 2022 • Zero&First Conditionals

Description
In this lesson, ss learn and practice the zero and first conditionals. The lesson begins with a guided discovery of the two conditionals, followed by a receptive task for recognition. This is
followed by a controlled practice stage, and the lesson ends with free practice speaking activities (one for each of the conditionals).

Main Aims
To provide clarification, review and practice of Zero&First Conditionals in the context of emotions

Sub Aims
To provide fluency and accuracy speaking practice in a grouping activities in the context of emotions

Background

Class Profile
The students in this intermediate class are between the ages of 20-32. There are seven students in this class, five girls, two boys. There are five Turks, Ukrainian and a Greek. The
Ukrainian and Greek students are stronger than Turkish ones. There is a student who attends generally towards the end of the lesson due to her working hours. The lesson starts at
18:00.

Assumptions
I assume that students, having previously worked with 'how to talk about your emotions' and -ing/-ed adjectives will have no trouble with the zero and first conditionals. It will give them a
chance to discover more about english language and awareness of how to speak more appropriately.

Personal Aims
In this lesson, I am going to try and give clearer instructions, since SS already knows about conditionals , it is important that they get the concept without confusion.I will keep it as simple
as I can.

Timetable Fit
In the past lessons, the students focused on reading and lexis as it was main aims of T- started out with The Six Basic Emotions, having practiced with these, SS focused on lexis,
speaking aspecially on adjectives such as -ing and -ed.

Anticipated Problems & Solutions

Problem: Some Ss are stronger than the others.
Solution: I'm going to balance the talking time each student has.
Problem: SS may get confused with zero and first conditional
Solution: We will have different activities to reinforce SS.
Problem: Games instructions can be confusing and SS already be tired after a long day.
Solution: I will make it as simple as I can to not to bore SS.

Materials
Flashcards (google)
Guided Discovery (Williams, D., 2011, Pearson Educated Limited)
 Recognition Task (Williams, D., 2011, Pearson Educated Limited)
Materials
productive task. (Teacher made)
SPEAKING ACTIVITY (Teacher made)
Fill-in the blanks (Williams, D., 2011, Pearson Educated Limited)

Please see the following page for the lesson procedure

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Name: ÖMER FARUK ÖZCENGÄ°Z • 06 Apr 2022 • Zero&First Conditionals

Interaction
Stage Procedure Materials Time Comment
Pattern
STAGE 1-(Quick lead-in) - Show some pictures to the SS on smart board and review the previous lesson on
Schema emotions.
To activate the students' - Elicit some adjectives from the students.
schema using some - Try to get some sentences like;
pictures on emotions •when I eat chocolate, I become happy.
Flashcards T-S, S-T 3-4
•If people eat too much, they get fat.
•If babies are hungry, they cry
•If you heat water, it boils.
•My boss gets angry if I am late for work.
•If I drink a lot, I get drunk.

Stage 2 (Guided -Tell SS the instructions;

Discovery) -The SS will put the sentences in order (5A from book);
To introduce the zero and a) When angry get people, they don’t what know to do with anger their.
first conditionals to the b) When there get we, I’ll hammer you a give.
students with the guided c) If I smash pieces the car to, will I better feel?
discovery method. d) If laugh people something about, they better feel.
-Have SS peer check their answers.
-Tell SS that answer key is under everyone's chair.
-Have ss check that their answers.
-Project the two categories as A and B with Powerpoint on the board.
Guided T-S, S-S,
. -Using one sentence from each category (GS/FS), elicit the meaning of the sentences 9 - 10
Discovery WC, PW
from the ss. Concept check.
-Tell SS to turnover the handout and underline the correct alternative.(5B from book)
Rules:
1. Use the zero conditional to talk about a general/specific situation(fact), or something
which is always true.
2. Use the first conditional to talk about a general/ specific (possible) situation in the future.
-Tell SS to peer check.
-Ask SS again about the (GS/FS)
-Elicit the form from the SS.
-Write the form as elicited underneath the sentences and leave on board.

Stage 3 (Recognition -Have SS read the sentences and then do the listening exercise on the handout (6a from
Task) book).
To have ss practice the -Have students peer check. Play a second time if necessary. Recognition T-S, PW,
4-5
grammar receptively -Tell SS that answer key is outside of the class. Task FB
through a listneing -Tell them to go and check their answers.
recognition task. -Monitor and provide direct feedback.
 Interaction
Stage Procedure Materials Time Comment
Pattern
Stage 4 (Production -Explain the third exercise on the handout (7a from book) to SS.
Matching/Fill-in-the- -SS fill in the blanks. ICQ to be sure they understood/were listening.
blank Task) -Have SS do exercise and peer check.
To have ss apply and -Monitor during exercise and during peer check. T-S, S-
practice what they have -Go over any numbers that were difficult together as a class. Fill-in the blanks 4-6
S,WC, FB
learned about the zero -Tell SS to unfold the handout to check answer key and have ss check their answers with
and first conditional. the answer key and each other.

Stage 5 (Productive -Give SS instructions;

Task ) -SS will be given cut-ups in which they will have to complete the unfinished sentences;
To have ss continue -When I get older ________________
practice of the zero and -When my english gets better, I _______________
first conditionals in a -If I'm happy, I usually _____________
slightly more difficult -When I get home this evening _____________
exercise. -If I'm stressed, I usually _______________
T-S, PW,
-I eat when ______________ productive task. 7-8
FB
-If I graduate from my university _____________
-I want to get marry if _______________
-SS will be given 3 minutes to speak and they will be asked to write down at least 2
examples.
-Monitor and pick up points.
-Have SS peer check when finished.
-Give SS delay feedback.

STAGE 6 (SPEAKING)
• To have ss practice
the first&zero conditional
through a speaking
activity.
 -SS will be given instructions; Interaction
Stage Procedure Materials Time Comment
-Set SS in 2 groups. Pattern
-Each group will be given 10 cut-ups in which there are incomplete sentences;
If Arsenal win _____________________
If it’s a nice day tomorrow _____________________
If you give me some money, _____________________
If you don't eat for a long time, _____________________
If you are going to sit an exam tomorrow, ________________ SPEAKING T-S,S-
8 - 10
ACTIVITY S,GW,WC
When you make a mistake, _____________________
If it rains, _____________________
If you cross an international date line, ___________________
I’m sure he’ll have an accident if _____________________
If you don't hurry____________________
If you don't drop the gun, ___________________
If he's late again, _______________
I'll call you if ________________
If I am late, ________________________
Peter will buy a new car_____________________
If you freeze water, ____________________
If you kick him, ___________________
Snakes bite if _____________________
You get water if ______________________
If you touch a fire, _____________________
-Groups will ask each other and each group will have only 15 seconds to complete
unfinished sentences.
-More points to get wins the game.
-T monitors the SS.

Stage 7 (Wrap-up)
To go quickly review what
was learned in the lesson -Provide feedback to the final activity, focusing on any problems with pronunciation and
T-S, WC,
and provide overall grammar. -Concept check the zero and first conditionals once more to be sure the ss now 2-5
FB
feedback concerning any have a good grasp of them both and when they are used. -End class.
problems noticed during
monitoring.

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