CEP Lesson Plan Unit 11 First Conditional

Teacher/s: Xun Zhong

Level: I3
Date/Time: 11/04 Wednesday
Goal:
To talk about game shows and hit the jackpot.
To identify and be able to use the first conditionals
Objectives (SWBAT):
Students Will Be Able To
1. understand hit the jackpot and talk about past experience
2. identify the common features of if clause
3. use if clause to talk about present and future possibility
4. use if clause to talk about superstitions in different cultures
Theme: Hit the Jackpot
Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction

Review or Preview (if

applicable)

Linking & Transitioning to rest of lesson:

(for example:
SS-T)

Time

Review the tones of the speakers by

reading a sentence with different tone
1.1 Pre-Stage:
1. Have you ever been to a casino? Have T-Ss
you ever played the slot machine? Have
you won the prize? (Ss share)
2. The title of this unit is hit the jackpot,
Listening of Game Shows
when do you think you can hear someone
use this expression in the casino? (use
sentence beginning with if) win the most
Transition to #2:Just now we
valuable prize
talked about what if you hit the 3. Where else can you hear this
Ss-Ss
jackpot. Now lets look at the
expression?
reading on the textbook
4. Have you ever watched some TV shows
that people can get a chance to win big
prizes? (Invite 2 to describe)
5. Now were going to listen to two games
shows. What words you might hear in the
following listening?
Activity 1:

T-S
1.2. During Stage:
1. I will play the listening for the first time.
Compelete ex2 which asks about the name
T- SS
of each game show.
2. Second time: try to answer: 1) how does

15

Ms. Phillips feel? What is the last

question? 2) What does the mystery person
do?
3. How can people hit the jackpot in the
$44,000 question and Whats my
Ss-Ss
occupation? Please answer with if sb,
then she/he will
2.3 Post-Stage:
1. Check the understanding of the listening
again. Tell students they dont need to
understand every word, just listen for the
main idea.

Tangible Outcome & T. feedback/peer

feedback:
Activity 2:

2.1 Pre-Stage:
1. We have two conversations on pp.118. I
want you to first read in groups. Three
Find out the rules of first
roles Betty, Beter, Maria, each person
Ss-Ss
conditionals
take one role.
2. Invite three volunteers to imitate the
intonation in the listening and play out the
Transition to #3: Now lets do a TV show.
practice by using the first
S-S
conditional, called the first
2.2. During Stage:
conditional chain.
1. Work with your partner. Find out all the
if clause in the reading.
2. What are some common things in these
if clause? For example, they all have if,
what else?
3. It talks about real things that have some
possibility to happen in present or future. It
is possible that in this condition
4. Now complete this sentence: If we
dont have class tomorrow, I will
3.3 Post-Stage:
1. Everyone share their sentences in the
class.
Tangible Outcome & T. feedback/peer
feedback:
Activity 3:
First Conditional Chain

10

5
T-Ss

3.1 Pre-Stage:
1. Now lets do a practice by using the first
conditional, called the first conditional
T-Ss
chain.
2. For example, if I give a first conditional

Transition to #4: As a
homework, I asked you to
figure out what is
superstition. What does it
mean?

sentence, If its sunny tomorrow, I will go

to central park. In order to make it a
chain, the next person should use the
result as the condition in the next
sentence. Thats gonna be If I go to the
central park, I will have a picnic., so the
next person should keep making the chain
longer, what can be the next sentence if I
have a picnic in central park, I will
3.2. During Stage:
1. Here is a sentence If it rains tomorrow,
I will stay at home. Ill divide you into
three groups, I want you to first work in
your groups. Just keep making the first
conditional sentences, make the chain as
long as possible. Five minutes.
2. Now lets do it in the whole class. Can
you move and form a circle? Lets go this
way. Are you ready?
If theres no class tomorrow, I will watch
a movie.
3.3 Post-Stage:
1. Ss share in the class.
2. T give feedbacks
Tangible Outcome & T. feedback/peer
feedback:

Activity 4:
Superstitions

4.1 Pre-Stage:
1. As a homework, I asked you to figure
out what is superstition. What does it
mean? What are the superstitions in your
culture?
2. Talk in your group for three minutes.
4.2. During Stage:
1. Now I want you to use the first
conditional to discuss the superstitions.
2. I want some volunteers to write the
sentence on the board
2. Do you think we need to improve this
sentence?
Can you explain the superstition a little
bit?
4.3 Post-Stage:
1. Check the sentences on board together
and have each one to explain.
Tangible Outcome & T. feedback/peer
feedback:

T-Ss

10

Ss-Ss
10

T-Ss
5
5
T-Ss

Ss-Ss
T-Ss

Wrap-up

Check understanding of first conditionals.

Students write takeaways

Materials:
Textbook
Anticipated Problems & Suggested Solutions:
Contingency Plans (what you will do if you finish early, etc.):
Expand Activity 4 as a writing task
Post-Lesson Reflections:
Activity 1:
It was a good warm-up activity by having students talked about their past experience in casinos,
which also connected to the following listening practice. The listening material served as a useful
foundation for students to practice the speaking and get familiar with the first conditional.
However, during the listening practice students demonstrated multi-level listening skills. Some
students needed more time to process the listening, while some other students shouted the
answers out. The takeaway is to design a pre-listening activity where students could be
familiarized with the vocabulary and the content. The teacher should also tweak the IRE model
when raising comprehension questions. Maybe asking students to talk in the groups before they
answer the questions directly in the class would be a good way.
Activity 2:
It was a good idea to ask students to find out the grammar point based on an authentic material
and summarize the rules by themselves. Students demonstrated autonomy in learning the
grammar. The key point is to provide students with a well-organized worksheet and clear
instruction of what they should be looking for.
Activity 3:
It was a good activity to get students focused on the practice of first conditional. Students
conducted meaningful group work where communicative language was generated and the
grammar point was clarified in their discussion. However, the teacher should have brainstormed a
better initial sentence that could be paralleled to the meaning of the grammar as well as the reallife context. Also, the teacher should have conducted the error correction in a more meaningful
way. The teacher could have collected all errors and conducted an error-correction session,
instead of recasting students sentence during the activity.