Assignment B - PPP Grammar Lesson Table: First Conditional

✓ NB: Look at the model provided and make sure you understand what MFP refer to here. See Units 2 and 7. For example, in number 4 in
the table below, we do NOT mean 'What is the function of the lesson'!!!

1. What is the target form of the first conditional Clause 1: Present simple
(both clauses)? (F) Clause 2: Future simple

If + subject + present simple, subject + will + base form of the verb.

Eg: If I meet Taylor Swift, I will ask for her signature

2. What is the model sentence you will elicit to During the warmer I will ask who their favourite celebrity is and write a few names on the
begin your presentation? board. To elicit the model sentence, I will ask “what they will do if they meet their favourite
artist?”, which will (hopefully) elicit a model sentence of “if I meet Son Tung M-TP, I will
take a photo”. (see teachers language)
3. What are the negative and question Model sentence in negative form: If I don’t meet Son Tung M-TP, I won’t take a photo
(interrogative) forms of your model sentence? Form: If + subject + do/does not + present simple + subject + will not + base form of the
(You might find there is more than one possibility, verb.
but you only need to show one negative and one
question, then analyse the forms.) Model sentence in question form: If I meet Son Tung M-TP, will I take a photo?
Form: If + subject + present simple, will + subject + base form of the verb

4. What is the function? (M) To express an assumed situation and a future action or intention that is dependent on a
certain condition

It helps learners understand how to express possibilities, predictions, or intentions based on

certain conditions in the future and practice using conditional structures and future tense
forms correctly.

Revises/practice contractions – I will = I’ll. She will = she’ll, etc.

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5. What do students need to know about the The pronunciation of the sentence focuses on natural stress patterns and intonation to
pronunciation, including sentence stress and convey meaning effectively.
intonation? (P)
(Think only about how the model sentence Affirmative form:
would normally be said.) "If I meet Son Tung M-TP" - The stress falls slightly on "meet" and "Son Tung M-TP" to
emphasize the condition.
"I will take a photo" - The stress falls on "will" and "photo" to emphasize the consequence.

The "if" clause typically has a slightly rising intonation to indicate that it's a condition. The
main clause often has a falling intonation, indicating the result or action that follows the
condition.

Negative form:
“If I don't meet Son Tung M-TP" – The stress falls on "don't," "meet," and "Son Tung M-TP"
to emphasize the negative condition.
"I won't take a photo" – The stress falls on "won't" and "photo" to emphasize the lack of the
consequence.

The "if" clause still typically has a slightly rising intonation. The main clause with the "won't"
still has a falling intonation.

Question form:
"If I meet Son Tung M-TP" - Stress falls on "meet" and "Son Tung M-TP" to emphasize the
condition.
"will I take a photo?" - Stress falls on "will" to indicate the question's main verb, and on
"take" and "photo" to emphasize the action being asked about.

The intonation will start slightly lower, rise for "If I meet Son Tung M-TP," and then continue
rising for "will I take a photo," with a slight fall at the end.

Pronunciation of contractions also needs to be practised and tested (We’ll, I’’ll, he’ll, etc.)

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6. What is the context I will use to introduce the Learners envision a real-life situation where they might encounter their favourite celebrity.
form? (M)
7. How will I try to elicit the first conditional from I will use a sentence the learners came up with (eg. I want to go to Bali, but I must have
the students? enough money) and writing under it
“_______ I have enough money, I _______ go to Bali”.
I will ask the class which words should fill the gaps until “if” and “will” is mentioned.

8. How will I encourage students to analyse the I will do a “Fill-in-the-Blanks” Exercise. On the board, I will write sentences with missing
form (S+V, etc.) themselves rather than just parts and ask students to fill in the blanks with the appropriate words. For example:
telling them what it is? (F) If I _______ (meet) Son Tung M-TP, I _______ (take) a photo.

Then I will guide students through a series of questions that lead them to discover it on
their own. For example:
• What is the subject of the sentence?
• Is the verb tense used in the "if" clause present or past tense?

9. What concept questions will I ask to check • Do you think meeting Son Tung M-TP is certain in this sentence? (No)
students understand how the form is being • What happens first in the sentence: meeting Son Tung M-TP or taking a photo?
used/what it means? (Meeting Son Tung M-TP)
• Did he already take a photo of Son Tung M-TP? (No)
• What must happen for him to take a photo? (He must meet Son Tung M-TP)
• Does “I will” mean the same as “I’ll”? (Yes)

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10. What timeline can I use to help students
understand sentences such as 'If it's sunny
tomorrow, we'll go to the beach.'?

11. How will I get students to practice the Reading the sentences they create in the warmer, drilling during presentation stage, reading
pronunciation? the flash cards during the controlled practice activity and a speaking exercise in the freer
practice.
12. What controlled practice activities will the Matching activity - Students make first conditional sentences by connecting sentence halves
students do? written on A6 cards that I hand out. Each “if” card needs to find his/her matching
“consequence.” Affirmative, negative and question form is included. This is a quick activity
where I can also see whether they understand the concept on the card, and they practice a
bit of reading by reading their classmate’s cards to find their match.

This activity gets everyone up and moving, which helps wake them up a bit. Since the class
is small, it keeps things lively without turning into chaos.

Once the cards are matched up, the learner reads his/her card out loud, and stick them on
the board for the learners to copy the sentences onto their worksheets later. There is also a
short homework assignment to practice negative form.
13. What freer practice activities will the students Students will play a game called the "First Conditional Game." I will start by saying a
do? sentence with "if," like "If it rains..." Then, the first student repeats the sentence and adds
what will happen, like "If it rains, I’ll stay in bed." After that, the next student changes the
ending to start with "if" and adds a new result. For example, "If I stay in bed, I’ll miss class."
Each student has about ten seconds to make their sentence. If they can't or make a mistake,
they're out of the game. The game continues until only one student is left, and that student

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wins.

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 Assignment B - Lesson Plan Form and Paragraph

• To introduce the first conditional for the function of talking about

events that are likely to happen using ‘if’ and ‘will’
Lesson Type: Grammar Lesson Aims: • To provide controlled and freer practice of the first conditional in this
function.

• Learners will understand the structure of the first conditional form (If
+ present simple, will + base form), including its basic function and
when it is used. Affirmative, negative and question forms will also be
practiced
A2 (Late elementary/
• Learners playing a Chain game for freer practice to practice forming
pre-intermediate)
Level of Class: Lesson Objectives: and using first conditional sentences orally.
• Learners to copy sentences from flash cards using the first
Teenagers (14-16 years old)
conditional form.
• Learners will get homework to practice the first conditional for
different scenarios.

Vietnamese (Urban). The first Learners would already know present simple, present continuous, past
simple for common verbs, and would be familiar with will for future events.
Nationality/First language is Vietnamese with
Assumed Knowledge: They would be familiar with grammatical terminology such as the names of
Language: some learners speaking Chinese the tenses they already know, subject, auxiliary verb, negative form, etc.
as a second language

• Grammar Structure: Vietnamese grammar differs significantly from

English, particularly in terms of word order and verb conjugation.
English typically follows a Subject-Verb-Object order, while
Vietnamese often uses a Subject-Object-Verb order. Vietnamese
Length of Lesson: 60 mins Anticipated Problems:
generally does not have articles (a, an, the). Learners may struggle
with understanding and internalizing the structure of the first
conditional form, as it requires a different way of thinking about
sentence construction.

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 Solution: Provide clear explanations of grammar rules using simple language
and examples. Use interactive exercises like the practice activities to
reinforce grammar concepts.

• Pronunciation: Vietnamese learners may face challenges with English

pronunciation, particularly with certain sounds that do not exist in
their native language, such as voiced (/ð/) and voiceless (/θ/) "th"
sounds. This could affect their ability to produce the correct forms of
words and sentences in the first conditional.
Solution: Use repetition, pronunciation drills and the freer practice to
practice pronunciation.

• Shyness or Fear of Making Mistakes: Two of the learners are shy and
feel hesitant to speak up in class or make mistakes in front of their
peers.
Solution: They must be prompted to participate. I will ask them for the
answers on easier questions I think they should know. This will improve their
confidence to try and answer more difficult questions. I will also say
something positive before correcting them.

• Lack of Background Knowledge and cultural differences: Vietnamese

learners may have limited exposure to English-speaking cultures,
habits and contexts.
Solution: To address this challenge, it's important to focus on topics that
Vietnamese learners are familiar with, such as local celebrities, fashion,
technology, and daily life. Introducing subjects like ski holidays or Christmas
may not resonate with them, as they likely adhere to Buddhist beliefs and are
not accustomed to snowy conditions in Vietnam.

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 • Whiteboard, markers and eraser
• Controlled practice flashcards
• Adhesive putty (or magnets, if magnetic) to stick cards to whiteboard
• 12 worksheets for the controlled practice (will become homework if I
Number of Learners: 12 Materials:
run out of time)
• Copy of the board plan
• Candy for the freer practice winner

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 Assignment B - Lesson Plan Template

The presentation stage must be of your own design.

If you need to, subdivide each stage.

Timin Inter-
Stage Aim Teacher Activity Learner Activity
g action
To activate learners’ prior Before the learners enter, I'll write "First Conditional" on
Warmer knowledge and introduce the whiteboard. I'll draw a block where flashcards will
(8 mins) the topic and target go, making sure they're shuffled and paired up
language.

2 T-C When the learners come in, I'll greet them and explain Learners walk in, take a seat and take
that we'll be discussing things that depend on other out their notebooks/tablets
things happening.

4 Pairs I'll ask the learners to turn to the learner next to them Learners work in pairs, talking about
and share something they'd like to happen and what they would like to do, or something
must happen first. As they talk, I'll move around and they’d like to happen, and what that
help if they're stuck. thing is dependent on.

2 T-C Each group will then share one example, which I'll write Learners in pairs agree on an example
on the board. sentence and read it aloud.

Discuss and correct mistakes, if necessary.

Presentation To introduce the first 6 T-C Commend them for the good examples on the board.
(21 mins) conditional structure and
its usage Elicit the target language by pointing to the first Learners make suggestions as to the
sentence (eg. I want to go to Bali, but I must have missing words until they get to “if” and
enough money) and writing under it “will”.

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 “_______ I have enough money, I _______ go to Bali”.
Ask the class which words should fill the gaps until “if”
and “will” is mentioned.

I'll elicit the model sentence by steering the Learners name a few celebrities,
conversation towards meeting famous people and ask amongst other, famous singer Son Tung
who they'd like to meet and what they'd do if they had M-TP. They’d like to get a photo with
that opportunity. him.

I'll write on the board: If I meet Son Tung M-TP, I will Learners write the sentence in their
take a photo workbooks

I'll test whether all the learners understand contractions Learners confirm that “I will” can be
by writing on the board “I will” and asking how else we shortened to “I’ll”, etc.
can say that?

9 T-C I'll elicit the form by breaking the sentence up and ask Learners identify the verb and subject
the class what the verb and subject are in the first part in both clauses
(the if part). Then move to the second part (the will
part) to identify the same.

I will ask what tense the first part is. If they struggle, I'll Learners identify the first part as
point out the tense of the verb. Then ask what the present simple tense
second part is. Remind then that is it something that has Learners identify the second part as
not happened yet future simple tense

I'll write on the board If + subject + present simple, Learners copy the form into their
subject + will + future simple, and say the sentence to books.
the class, instructing them to repeat it after me. Learners say the modal sentence
I'll point out intonation and word stress. (see PPP together.
Grammar plan)

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 I'll elicit from the class what the negative form and the Learners identify the negative and
question form will be for the model sentence and write question forms.
it on the board.

I'll read the negative and question form to the class and Learners repeat the negative form and
instruct class to repeat after me. I'll point out intonation question form a few times, focusing on
and word stress, and how it is different from the correct stress and intonation
affirmative form.

6 T-C I will test their understanding by using another example

from the learners’ sentences, eg: If it rains tomorrow, I
will cook soup.
Learners identify that you might or
I'll ask what might happen according to the sentence might not cook soup
and whether that is a certainty or just a possibility.

I'll ask learners what the second part on its own mean, Learners identify that “will” on its own,
without the “if” part. indicates certainty

I'll write on the board that “if” refers to maybe or maybe Learners write this in their notebooks
not, and “will” refers to for sure! (see teachers language)

3 T-C I'll instructs learners to close their books and I'll hand Learners listen to instructions.
To provide learners with out a flash card to each learner, face down. Once all the
Controlled Practice
structured practice using learners have cards, I will explain how the activity works.
(15 mins)
the first conditional. (See PPP Grammar)

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 5 S-S I then tell them to get out of their chairs, turn the cards Learners move around to read their
around and hold it up so other learners can see it and classmate’s cards and figure out which
find their match. Once found, they must stick their cards would be a good match for their card.
on the board and sit down. (see teacher’s language) They find their match, stick the cards
on the board and sit down
While they do that, I put worksheets on their desks.
7 T-C I check if all sentences on the board are correct. If not, Learners read the 6 sentences out loud
I'll explain the error and rearrange the cards. I'll instruct one after the other and use the
learners to read each sentence as a class, and then copy worksheets to write it down.
it to the worksheet.

I will correct stress, intonation, and pronunciation during Learners do drilling

this exercise.

To give learners 2 T-C I explain how the next activity works. I will start by Learners listen to instructions and ask
opportunities to use the saying a sentence with "if," then, the first learner questions if they are not sure.
Freer Practice
first conditional in a more repeats the sentence and adds what will happen. I'll give
(10 mins)
open-ended way. some examples and make sure everyone understands.
(see teacher’s language)
8 Class I'll call out on each learner when it is their turn to make Learners start making sentences one
a sentence. I'll ensures all the learners participate after the other.
equally and pay attention to what others are saying.

1 T-C I'll stop the game and gets the class to settle down Learners sit down and listen to teacher
again.

I'll announce the winner(s) and hand out candy bars

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 To review the main points 5 T-C I'll summarise the lesson main points: Learners pay attention to summary
of the lesson and provide • Structure: "if" + present simple, followed by
feedback. future simple.
• Possibility: Expresses likely future events based
on present conditions.
• "If": Introduces the condition.
Class • Outcome (will): Future simple expresses likely
Plenary
result.

I'll asks if anyone has a question, and answer the Learners have an opportunity to ask
learners that have questions questions and get clarity on concepts
they are unsure of.
To explain homework. I'll explains the homework assignment

Why I chose these activities and materials for this lesson?

✔ Explain and justify your choice of teaching aids (board, visual aids, etc.), activities and materials for this A2 class of teenagers aged 14-16. (100-150
words)

In teaching first conditionals to Vietnamese teenagers, I integrated elements of their pop culture and interests to enhance engagement and relevance. By
referencing familiar figures like Son Tung M-TP, I aimed to create connections between language learning and their everyday lives. The use of competing activities
with a winner added an element of excitement and motivation, encouraging active participation and friendly competition among learners. Flashcards provided a
tactile and interactive learning experience, promoting visual recognition and memory retention. Pairing up flashcards fostered collaboration and peer interaction.
Additionally, writing on the whiteboard allowed learners to visually follow along, take notes, and refer to key concepts for reinforcement and review. Worksheets
and homework extended learning beyond the classroom, allowing learners to practice independently and reinforce their understanding of first conditionals.
Overall, these strategies catered to teenagers' preferences for interactive, relevant, and competitive learning experiences, making the lesson more engaging and
effective.

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Assignment B
Controlled prac ce ac vity 1
*Teacher hands an A6 card, face down, to each student*.

Instruc ons: Turn your card over and read the sentence. Find your classmate who has the card that completes your sentence.
Stand beside this classmate and hold up your cards in the correct order. Once the teacher confirms it is correct, s ck it on the whiteboard and take your seat.

If she she will If he eats

studies too much will he feel
pass her
hard, candy, sick later?
exam.

If you don't
If I miss the I will be late you’ll be
bring warm
bus, for school. cold.
clothes,

If they don't If the sun we will

water the it will die. shines go to the
plant, tomorrow, beach.
 Assignment B – Materials

Worksheet 1 – Controlled practice activity part 2 (Time allowing)

Instruction: Copy the matching cards from the board.

1. If ___________________________________________________________________
2. If____________________________________________________________________
3. If____________________________________________________________________
4. If____________________________________________________________________
5. If____________________________________________________________________
6. If____________________________________________________________________

Homework:
1. Identify the 4 sentences above in affirmative form and rewrite them in the negative
form.
a) __________________________________________________________________
b) __________________________________________________________________
c) __________________________________________________________________
d) __________________________________________________________________

2. Which sentence is written in question form?

___________________________________________________________________________

3. Put the verb into the correct first conditional form [adapted from [Link]
[Link]/support-files/first_conditional_form.pdf]
3.1. If I __________________ (go) out tonight, I __________________ (go) to the movies.
3.2. If she __________________ (come), I __________________ (be) surprised.
3.3. If we __________________ (wait) here, we __________________ (be) late for school.
3.4. If we ______________ (go) on holiday this summer, we ______________ (go) to Bali.
3.5. If the weather __________________ (not / improve), we __________________ (not /
have) a pool party.
3.6. If I _______________ (not / go) to bed early, _____________ I (be) tired tomorrow?
3.7. If we __________________ (eat) all this candy, we __________________ (feel) sick.
3.8. If they __________________ (be) invited, they __________________ (go) to the party.
3.9. If she _______________ (get) a teaching job, she _______________ (stay) in Hanoi.
[Link] you __________________ (go) to the butchery, I __________________ (cook)
dinner
 Assignment B – Teacher Language
This document should not be more than 3 pages long, including this page; approximately 700-1000
words in total.
a) Presentation
You do not need to show the entire presentation but show us some of the language you would use to
elicit the target language from the context you have chosen, elicit the form, and concept check.

Show the Actual Words you would use for:

i) Eliciting the Target Language from the Context

T: Alright, let's imagine something exciting. If you have a chance to meet a famous person, who would
it be?
Linh: Maybe a movie star or singer?
T: Yes, someone famous. Do you have someone in mind that you’d like to meet?
Chau: Yes! I want to meet Son Tung M-TP, he is a singer.
Nam: I want to meet Ngô Thanh Vân from the TV.
T: Perfect! You guys know a lot of famous people. Chau, imagine if you meet Son Tung M-TP, what
would you do?
Chau: I will take a photo!
T: And you, Son?
Son: I will ask him to sign my cap.
T: Brilliant! So, I'm writing it down (I write on the board “If I meet Son Tung M-TP, I will take a photo.”)
T: What is a shorter way to say I will?
Hung: I’ll.
T: Yes, that’s right? (I write I will = I’ll on the board). So you know already that “I will” is the same as
“I’ll”. When we talk, we say “I’ll” most of the time.
T: But for today, let’s work with “If I meet Son Tung M-TP, I will take a photo”. Write that in your
notebook.

ii) Eliciting the Form

T: Let's look at how we talk about future possibilities. Listen carefully. "If I meet Son Tung M-TP, I will
take a photo." What's the first part of the sentence?
Nam: Meeting Son Tung M-TP.
T: Right! What's the verb in this part?
Tuan: Meet.
T: Excellent! And who or what is doing the action?
Ngoc: I.

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T: What do we call the one doing the action?
Hung: The subject.
T: Perfect! Now, what tense is used here “If I meet Son Tung M-TP”?
Hai: Future tense?
T: No, not this time. Look at the verb. We are saying “If I meet”, not “met”. What tense is “meet”?
Tuan: Present simple?
T: Yes, well spotted! What about the second part? What is that made of?
Hung: It's "will" plus the base form of the verb.
T: Yes, exactly! So, in the first part, "I" is the subject, and "meet" is the verb, and in the second part, "I"
is also the subject, and "will take" is the verb. Let's say it together. "If I meet Son Tung M-TP, I will take
a photo."
Class: "If I meet Son Tung M-TP, I will take a photo."

iii) Concept Checking

T: Alright, now let's make sure we understand what "if" and "will" mean in our sentence. Imagine I say,
"If it rains tomorrow, I will cook soup." What am I saying might happen?
Thuy: You might cook soup if it rains.
T: Perfect! So, when I say "if it rains," am I sure it will rain?
Son: No, you're not sure.
T: Exactly! "If" suggests a possibility, something that might or might not happen. Now, what about if I
just say "I will cook soup"? What does that mean?
Linh: You will definitely cook soup.
T: Right! "Will" shows I’m certain about what you're going to do in the future. So, if I say, "If it rains
tomorrow, I will cook soup," what am I planning to do if it rains? Hai?
Hai: You'll cook soup.
T: Brilliant! You've got it. So, "if" is for the possibility, and "will" is for when we are sure about what
happens next. Let's do one more. If I say, "If I win money, I will go on a holiday," what am I planning to
do if I win?
Son: Go on a holiday!
T: Exactly! Well done, everyone!

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 B) Instructions to ONE of the Activities in your Lesson

T: Alright, everyone, today we're going to play a fun game called the First Conditional Chain Game!
Ngoc: What's that?
T: Well, it's a game where we make sentences using "if" and "will" that we just learned about. I'll start
by saying a sentence with "if." For example, "If it’s hot tomorrow."
Tu: Then what?
T: Then, you repeat what I said and add your own part to the sentence. So, you could say, "If it’s hot
tomorrow, I will go to the beach."
T: Does everyone understand?
Class: Yes!
T: Okay, everyone stand up. If you don’t make your sentence quick enough, or you make a mistake,
you are out and must sit down. Let's begin! If I go to the beach... Nam, what then?
Nam: If I go to the beach, I will invite my friends.
T: Excellent! Now, Chau, your turn. Change that into an "if" sentence and add your own ending. So you
start with “if I invite my friends”.
Chau: if I invite my friends, we will play games.
T: Well done! You are getting it! Now, Hung, it's your turn.
Hung: If we play games, we will get hungry.
T: Fantastic! Now, let's go a bit faster. Remember, you've got to be quick! If you take too long or make
a mistake, you're out. Okay, Tu, go!
Tu: If we get hungry, we will go to the shop.
T: Great! Keep it going! Ngoc, your turn!
Ngoc: If we go to the shop, uhm, uhm… (Ngoc starts laughing)
T: Ngoc, you are out! If we go to the shop? Tuan, now you!
Tuan: If we go to the shop, I will buy banh mi.
T: Excellent! Alright, Hai, you’re next!
[I carry on with the game until we run out of time, or there is a winner]

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 Assignment B – Board Plan(s)
✔ On this page, show what you would write on the white board during the presentation stage, including: example sentences, timeline, positive, negative and
question form,
✔ Be realistic about how much you could put on the board during the lesson, and how much students would be able read and take notes on.

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Assignment B – Bibliography
✓ Academic referencing (using quotes from or referring to textbooks, websites or the TEFL Academy
online course) is a requirement for this qualification.
✓ You must include at least three references in your work.
✓ All materials you use or refer to should be properly referenced – see the 'Referencing' document.

PPP Grammar lesson table:

1. Elephant Academy, Grammar Lesson. First Conditional. A2. New School Teacher Training
Videos (2019), Available at: [Link] [Accessed
23 April, 2024]
2. O'Connell Advanced Training Solutions, ESL Teacher Tips - Teaching the First Conditional
with Ease (8 July 2016) Available at: [Link]
[Accessed 23 April, 2024]

First conditional timeline:

3. How to teach the first conditional to ESL students (date unknown), Available at:
[Link] [Accessed
24 April, 2024]
4. Wall Street English, First Conditional - Tutor Time (English Grammar) (2014), Available at:
[Link] [Accessed 27 April, 2024]
5. TEFL Reflections. Timelines in EFL (5 November, 2014) Available at:
[Link] [Accessed
27 April, 2024]

Controlled and Freer Practice Activities:

6. Teach this – First Conditional ESL Games, Worksheets and Activities (date unknown).
Available at: [Link]
conditional [ Accessed 27 April, 2024]
7. ESL Lesson Handouts. 11 instant controlled practice speaking activities. (4th August 2023)
Available at: [Link]
activities/ [Accessed 27 April, 2024]

© 2022 The TEFL Academy. All rights reserved.

 8. ESL/BASE/ First conditional activity (13th October 2023). Available at:
[Link] [Accessed 27 April, 2024]
9. [Link]. English Grammar Exercises for A2 – First conditional. (date unknown).
Available at: [Link]
conditional/ [Accessed 27 April, 2024]
10. Perfect English Grammar. First conditional exercise (date unknown). Available at:
[Link]
[Accessed 27 April, 2024)

Lesson plan:
11. BrainPOP Educators - 3.5.1 First Conditional Lesson Plan (date unknown). Available at:
[Link] [Accessed
1 May, 2024]
12. SCRIBD - Lesson Plan Form and Paragraph by Zakir Ahmed (17th Feb 2022). Available at:
[Link]
[Accessed 1 - 3 May, 2024]
13. TTA Teacher's Toolkit – How to write a good TEFL Lesson Plan (23rd November 2015).
Available at: [Link]
[Accessed 1 May, 2024]
14. Twinkl UK – 14 Plenary Ideas to Make Your Lesson ‘Outstanding' (date unknown) Available
at: [Link] [Accessed 1 - 3 May, 2024]

Teacher's Language:
15. SCRIBD – Teacher Language - Instructions by Zakir Ahmed (17th Feb 2022). Available at:
[Link] [Accessed 3 May,
2024]

Board Plan:
16. Ontesol - Using the Board in the ESL Classroom (16 Nov 2022). Available at:
[Link]
board-esl-classroom/ [Accessed 1 - 3 May, 2024]
17. TEFL Educator – EFL Boardwork for the classroom (date unknown). Available at:

© 2022 The TEFL Academy. All rights reserved.

 [Link] [Accessed 1 - 3 May,
2024]
18. TTA Teacher's Toolkit – Why Boardwork Is So Important In The EFL Classroom (19 December
2016). Available at: [Link]
lesson-plan/ [Accessed 1 May, 2024]

Overall reference:
19. VocabKitchen Vocabulary Profiler. Available at: [Link]
[Accessed 23 April - May, 2024]
20. Games4esl - How To Teach The First Conditional – Step By Step (date unknown). Available at:
[Link] [Accessed 23 April -
3 May, 2024]

© 2022 The TEFL Academy. All rights reserved.