Assignment B
Please complete the assignment templates without removing any of the instructions.
1.PPP Grammar Lesson Table: First Conditional
✔ This table assesses your understanding of the Meaning, Form & Pronunciation (MFP) of the first conditional. To get you started, meaning
has been filled in for you. Please ensure you fully understand what MFP refer to here. See the assignment glossary and Units 2 and 7 of
the course.
1. What is the meaning (why do we use the We use the first conditional to talk about future events that are realistically likely to happen.
first conditional)? (M)
2. What is the model sentence you will elicit If I pass my exams, my parents will buy me a new phone.
to begin your presentation?
3. What is the target form of the first Model sentence in positive form: If I pass my exams, my parents will buy me a new phone.
conditional? (F)
(For negative and positive form, just choose Form: If + subject + present simple, subject + will + base verb.
one possibility and analyse the form.)
Model sentence in negative form: If I don't pass my exams, my parents won't buy me a new
phone.
Form: If + subject + don't/doesn't + base verb, subject + won't + base verb.
Model sentence in question form: If I pass my exams, will my parents buy me a new
phone?
Form: If + subject + present simple, will + subject + base verb?
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4. What do students need to know about Sentence stress in positive model sentence:
sentence stress (P) If I pass my exams, my parents will buy me a new phone.
(Sentence stress means the words in the
sentence that are emphasised. Think about Sentence stress in negative model sentence:
how the model sentence would normally be If I don't pass my exams, my parents won't buy me a new phone.
said. Write your positive and negative
model sentences and put the stressed Why do we stress these words?
words in bold.) We stress these words because they carry the key meaning of the sentence.
5. What timeline will you use to help students NOW --------------------- FUTURE
to understand the first conditional? If I pass the exams [then] My Parents will buy me a phone
You must include an actual timeline, not (possible) (certain result)
just a description.
2. Lesson Plan Form and Paragraph
To introduce the first conditional for the function of talking about
future events that are likely to happen.
Lesson Type: Grammar Lesson Aim:
Students will be able to identify and form first conditional sentences
using 'if + present simple, will + base verb' structure in academic
A2 (Late elementary/ contexts
Level of Class: pre-intermediate) Lesson Objectives:
Teenagers (14-16 years old) Students will practice using the first conditional in speaking
activities to discuss their own academic goals, family expectations,
and future rewards
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Students would already know present simple, present continuous,
past simple for common verbs, and would be familiar with ‘will’ for
future events.
Nationality/First
Mexican/Spanish Assumed Knowledge: They would be familiar with grammatical terminology such as the
Language:
names of the tenses they already know, subject, auxiliary verb,
negative form, etc.
1. Problem: Students may find it confusing that the present
simple is used in the if clause.
Solution: Use clear timelines and concept checking questions
to show that although we use present simple form, we're
talking about a future possibility. Emphasize that 'if' always
takes present simple in first conditional.
Length of Lesson: 60 mins Anticipated Problems: 2. Problem: Students may be reluctant/shy to speak in the freer
practice stage.
Solution: Use pair work before group activities to build
confidence. Students will work in small groups to build
confidence and give each other more speaking time. Focus
on common teenage experiences rather than personal
details.
Whiteboard and markers, picture cards showing academic rewards
(smartphones, laptops, money, trips), gap-fill worksheet for
Number of Students: 12 Materials: controlled practice focusing on school scenarios, situation cards for
freer practice game about academic consequences, printed prompts
for speaking activity about study motivation
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2.1 Lesson Plan Template
If you need to, subdivide each stage.
Inter-
Stage Aim Timing
action
Teacher Activity Student Activity
To activate prior 5 T-S, Show pictures of different rewards/gifts (iphone, laptop, Discuss study motivation and
Warmer knowledge and introduce mins S-S Xbox, ipad). Ask students to discuss in pairs: "What family rewards with partners.
context of academic motivates you to study hard? What rewards do your Share ideas with the class
(Do not introduce or
use the first
achievements and parents give you for good grades?" Write some rewards about what their parents
conditional here) rewards on board. promise them for good
academic performance.
13m T-Class
Presentation Do not fill in this row.
For further details, see: 3. Teacher Language below.
Complete worksheet
Controlled Distribute gap-fill worksheet with 10 first conditional
To provide structured Individ individually focusing on
Practice 15 sentences about school situations and consequences
practice of first ual, exam/study scenarios. Check
(One task is enough, mins (exams, homework, behavior, rewards, punishments).
conditional form T-S answers with a partner, then
e.g. a gap-fill Monitor and provide feedback.
whole class feedback.
worksheet)
Take turns drawing situation
"School Consequences Game": Students work in groups
Freer Practice cards and creating first
To use first conditional in of 4. Give cards with different school situations (if I study
(This must be a 20 S-S, conditional sentences about
communicative context hard, if I don't do homework, if I'm late to class, etc.).
speaking fluency mins Group school life. Discuss and
about school life Students create complete first conditional sentences and
task) compare their family rules and
discuss whether they agree.
school consequences.
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Write common errors from monitoring on board (using
'will' in if-clause, wrong verb forms). Elicit corrections
To review learning and 7
Plenary address errors mins
T-Class from students. Review key points: if + present simple, Identify and correct errors.
will + base verb. Quick concept check with new
examples.
2.2 Why I chose these activities and materials for this lesson
✔ Explain and justify your choice of activities and materials for this A2 class of teenagers aged 14-16 (100-150 words).
Paragraph:
I chose the exam-and-reward theme because it really ties into Hispanic family culture, where doing well in school often comes with real-world
rewards. Teens immediately relate to situations where their grades affect what they get or don’t get from their parents. Using phones and laptops
keeps things relevant and engaging for them.
Starting with a visual discussion and moving into gap-fill exercises gives Spanish speakers a clear structure, so they can use familiar examples before
trying out the language themselves. By setting activities in school scenarios, students see right away how the grammar applies to their daily lives.
The card-based group game gets them talking naturally about family rules but in a low-stress way that’s less intimidating. Small groups give each
student more speaking time and personalized feedback, and adding a bit of competition makes everyone more eager to participate in speaking
activities.
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3.Teacher Language
✔ This part of the assignment assesses your language grading, eliciting and concept checking for grammar, and corresponds to the
presentation stage of the lesson plan.
✔ You must show how you will elicit your model sentence (e.g. If I have time next weekend, I’ll go out with friends), elicit the form of the
first conditional, and the concept checking questions you will ask to check the meaning of the first conditional.
✔ Use direct speech and present in a dialogue form showing predicted student contributions.
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✔ You do not need to show the entire presentation stage. Write approximately 500 words in total.
A reminder before you start: What is eliciting?
✔ When we elicit, we do not TELL students the information. Instead, we guide them towards discovering it for themselves. We always
give the students the chance to tell us before we tell them!
✔ You can refresh your knowledge of eliciting in Unit 7 of the online course. You can also see an example of effective eliciting in the
model lesson provided with the assignment templates – note how the teacher prompts the students to produce the model
sentence and the form rather than give it to them directly. This is what you need to show us in this section.
Show the actual words you would use for:
i) Eliciting the model sentence from the context you established in your warmer
This section follows your warmer. Show how you will get the students to put together the first conditional model sentence on their own
instead of just giving it to them. Do not tell them the model sentence directly or write it straight up on the board!
Teacher: Your exams are next month, right?
Students: Yes.
Teacher: And you all want good things, yes? New phones, video games, more freedom?
Maria: Yes! I want a new phone.
Teacher: Great, Maria. Now, think about your parents. You pass all your exams. You get good grades. What happens? What do your parents
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do, maybe?
Maria: They are happy.
Teacher: Yes, they are happy. And maybe they will give you a present? A reward? What will they do?
Pablo: They will give me money.
Teacher: Good, Pablo! Maria, what about your new phone? Think about the condition... passing your exams... and the result... the new
phone. How can we make a sentence with 'if'? Let's start with the condition. 'If I...'
Maria: If I pass my exams...
Teacher: Perfect! 'If I pass my exams...'. And the result? Your parents? What about the new phone? Use 'will'.
Maria: ...my parents will buy me a new phone.
Teacher: Fantastic! Let's say it all together. 'If I pass my exams, my parents will buy me a new phone.'
(Teacher writes the full sentence on the board)
Teacher: This is our sentence for today. It has a condition and a result.
ii) Eliciting the form
How will you lead students to analyse and produce the form of the first conditional (subject + present simple, +…etc.)? You only need to
show how you will elicit the positive form.
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Teacher: Look at this sentence. It has two parts, two clauses. Let's look at the first part, the 'if' part. 'If I pass my exams'. What's the verb
here?
Javier: Pass.
Teacher: Good. And what tense is 'pass'? Is it past, present, or future?
Javier: Present.
Teacher: Exactly! It's the present simple. Now, let's look at the second part, the result. 'my parents will buy me a new phone.' What are the
verbs here?
Sofia: Will buy.
Teacher: Excellent. And 'will buy' is which tense?
Sofia: Future. Future simple.
Teacher: Brilliant! So, in the 'if' part, we use the present simple. And in the result part, we use the future simple with 'will'
(Teacher writes on board: If + subject + present simple, subject + will + verb)
Teacher: This is our rule, our form. Now, can we change the two parts? Can I say, 'My parents will buy me a new phone if I pass my exams'?
Students: Yes.
Teacher: Yes, you can! The meaning is the same. But if we put 'if' in the middle, do we need the comma?
Pablo: No.
Teacher: That's right, no comma. Good job.
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iii) Concept checking meaning
Which concept-checking questions will you ask to ensure that students have understood the use of the first conditional? Include at least
two.
Teacher: Okay, let's check we understand the meaning. Look at our sentence: 'If I pass my exams, my parents will buy me a new phone.'
Teacher: First question: Have I passed my exams already?
Students: No.
Teacher: Am I 100% certain I will pass my exams? Is it a fact?
Students: No.
Teacher: Good. So, is passing the exams a real possibility in the future?
Students: Yes.
Teacher: Exactly. It's possible, but not 100% certain. Now, about the phone. Do I have a new phone now?
Students: No.
Teacher: When will my parents buy me a new phone?
Maria: After the exams. In the future.
Teacher: And what must happen first? What is the condition?
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Javier: You must pass the exams.
Teacher: Perfect! So, is the result possible or impossible?
Students: Possible.
Teacher: Great. So we use this for a possible situation in the future, and its likely result. Well done everyone.
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, excluding images.
✔ All materials you use or refer to should be properly referenced – see the referencing document.
✔ We suggest the following format for website references:
Author/Organisation. Date/n.d. Title. Website name, Available at: website address [Accessed: (date you looked at it)]
References:
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Teach-This. n.d. First Conditional ESL Games, Worksheets and Activities. Available at:
[Link] [Accessed: 14 July 2025]
TEFL Lessons. 2025. First Conditional Lesson - TEFL Lessons. Available at:
[Link] [Accessed: 14 July 2025]
FluentU. 2025. 23 Best ESL Speaking Activities for Teens. ESL Info. Available at:
[Link] [Accessed: 14 July 2025]
Modern English Teacher. n.d. Using visuals to help teach grammar. Available at:
[Link] [Accessed: 14 July 2025]
Sanako. 2024. Examples of Communicative Language Teaching Activities. Available at:
[Link] [Accessed: 14 July 2025]
FluentU. 2025. 20 Information Gap Activities for the ESL Classroom. Available at:
[Link] [Accessed: 14 July 2025]
ESL KidStuff. 2024. ESL kids flashcards. Available at: [Link] [Accessed: 14 July 2025]
American English. n.d. Teacher's Corner: Speaking - Information Gap Activities. Available at:
[Link] [Accessed: 14 July 2025]
✔ Convert this template to a PDF when it is completed. Please check the appearance of the PDF is correct before submitting.
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