LESSON 47

WEEK/LESSON NO. 25 FORM 4 Fikrah

(Language Awareness 8)
SUBJECT English DATE / DAY 21.9.22 Wed
UNIT 4 TIME 9.05-10.25
TOPIC Being a Teen Duration 80 minutes
People and culture
THEME
MAIN SKILL Language Awareness CROSS-CURRICULAR ELEMENTS Information and Communications
Technology
21ST CENTURY LEARNING Choose an item. LANGUAGE/GRAMMAR Zero, first and second conditionals
TECHNIQUE(S) FOCUS:
CONTENT STANDARD(S)
This is a grammar-focused lesson so listening, speaking, reading and writing skills are not explicitly covered
LEARNING STANDARD(S)
This is a grammar-focused lesson so listening, speaking, reading and writing skills are not explicitly covered

LEARNING OBJECTIVE(S)
By the end of the lesson, pupils should be able to:
 Revise three types of Conditional Sentences and rewrite five sentences to form Conditional Sentences correctly.
 Complete 18 sentences with the correct form of words.
Full Blast Plus 4
FORMATIVE ASSESSMENT TECHNIQUE(S) Choose an item. MATERIAL(S) Student’s Book p59-60
Teacher’s Book p59-60
ACTIVITIES
 Ask pupils to complete the sentences. On the board write the first clause of several conditional sentences (zero, first
or second) and get pupils to complete them. ( i.e. If it snowed tomorrow, I ……..; When I water the flowers,…..; If I get
PRE-LESSON
a lot of homework tonight, ….)
 Allow pupils time to discuss their ideas with their talk partner(s) before collecting responses.
1)
 Expose pupils to Conditional Sentences Type 1
 Ask pupils to read through the examples.
 Ask pupils to tell you what they notice about the formation and use of Conditional Sentences Type 1.
 Refer pupils to the Grammar Reference (pp. 162-163).
 Ask pupils to come up with their own examples.
 Ask pupils to find any examples of Conditional Sentences Type 1 in the text (..if you travel to any country in the world,
you will find..).
 Expose pupils to Conditional Sentences Type 2. Ask pupils to read through the examples.
 Ask pupils to tell you what they notice about the formation and use of Conditional Sentences Type 2.
 Refer pupils to the Grammar Reference (p. 163).
 Ask pupils to come up with their own examples. Ask pupils to find any examples of Conditional Sentences Type 2 in
the text (If you asked someone who Clive Campbell is, they probably wouldn't know).
 Introduce Zero Conditional to pupils. Ask pupils to read through the examples.
LESSON
 Ask pupils to tell you which words are used to introduce the Zero Conditional (if or when)
DEVELOPMENT
 Draw pupils’ attention to the verbs in bold and ask pupils to tell you how the Zero Conditional is formed (we use the
Present Simple both in the if/ When-clause and in the main clause).
 Ask pupils to read through the examples and ask them what they remember about their use.
 Refer pupils to the Grammar Reference (p. 162).
 Ask pupils to come up with their own examples. Ask pupils to read through the sentences 1-5 and check
understanding.
 Have pupils do the activity.
 Check the answers with the class. (Student’s book p59 – Grammar)
2)
 Ask pupils to read through each set of sentences and the given words.
 Have pupils do the activity.
 Check the answers with the class and provide pupils with any necessary explanations.
(Student’s book p60 – Vocabulary)

 Ask pupils to write the first clause of a number of conditional sentences.

 When ready swap with a partner to complete.
POST-LESSON  Encourage pupils to make imaginative or humorous sentences.
 Monitor and provide support for any problems with forming the clauses with the correct tense or will / would.
 When ready, select pupils to read out their sentences.
 By amount of teacher’s support:
Low-proficiency pupils
DIFFERENTIATIO
- pupils complete the tasks(s) with teacher’s guidance
N
High-proficiency pupils
- pupils complete the tasks(s) on their own
TEACHER’S _____ out of ______ pupils achieved the learning objectives.
REFLECTION _____ pupils were given remedial treatment.