Language and Content: First Conditional

GRADES 3-5; 6-8; 9-12

VOCABULARY

LESSON PROCEDURE

Words to Know

1. Watch Words to Know to introduce the new vocabulary, stopping to ask questions, give examples, and ask students to make connections to the words.
2. Have students choose one of the academic vocabulary words (impress/impression, influence, abstract, or concrete), and either do a Word Map or the Word Map Group Summaries.
3. The grammar in Unit 5 is all about conditional sentences, which center around the word if. Understanding the meaning and concept of this simple word is crucial. Give lots of examples, and give students a lot of opportunities to talk about and share their ideas. For classwork or homework, they can:
   • share a similar word in their languages;
   • illustrate the concept;
   • make a poster to illustrate the concept;
   • visualize sentences or situations using if, and then describe them;
   • complete a Fishbone Graphic Organizer illustrating different options of a situation;
   • create a metaphor, such as the fishbone, to illustrate the concept of if.
4. Project the picture side of Words, Words, Words onto the board or interactive white board. Students label the words they know and then flip the pictures to check if they are correct.

Facts to Know

1. Introduce the First Conditional with a real life situation. You can pretend that you don’t feel well and ask the students for advice. Make the following chart on the board. Put up the left side first (“You will feel better.”). Then ask students what you can do to feel better. Write their responses on the right side. When the chart is complete, ask the class what they notice about the tense of the two clauses, and what they can conclude. Ask a student to explain the rule. Alternatively, you can explain the rule and ask a student to paraphrase. Once they understand the structure, label the two sides:

Main / Result Clause Future		If / Conditional Clause Present
You will feel better	if	you rest.
		you sit down.
		you drink water.
		you go home.

2. Watch Facts to Know.
3. Cut up the sentence halves and do a matching activity with the First Conditional Sentence Strips found below. It can be done with the whole group on the board or interactive white board, or as a partner activity. When they have finished, ask the students to reverse the sentences, giving the result clauses first. Ask them what they can say about how the first conditional is structured.

First Conditional Sentence Strips

If it is very hot tomorrow,	we will go to the beach.
If it rains,	we will stay inside.
If you make dinner,	I will wash the dishes.
If I miss the bus,	I am going to be late.
If you don’t have time today,	we can meet tomorrow.
If she doesn’t understand,	then I will help her.
If you forget your homework,	the teacher won’t be happy.
If you go to London,	where will you stay?
If we have a party,	we will invite the whole class.
If I don’t finish my homework,	then I can’t go to the movies.

4. Use the Be Careful! Action Image to practice First Conditional sentences. Project to the class or make copies for the students. Students will talk about potential dangers and hazards in the image. For example:
   If Moby drops the dishes, they will break.
   If Nikki stands on the chair, she will fall.
5. Future Plans. Write time expressions on the board, such as: as soon as, when, before, after. Partners ask each other about their future plans using either the first conditional or one of the time expressions. You can provide prompts on the board, such as:
   What will you do as soon as you have enough money?
   What will you do after you finish school?
   What will you do when you get home?

Movie

1. Before watching the movie Painting Moby (L3U5L1), do an activity to activate students’ prior knowledge about art. Gather pictures of famous paintings. They can be paintings from the movie, plus more representative samples of different art styles. Discuss the paintings and art styles as a class or in small groups. You may want to ask students to match each painting to a style, or assign each group a different style to discuss, and do a Think-Group-Share or K-W-L activity.
2. In a repeated viewing (with closed captions off), pause during the movie for students to finish the conditional sentences.

Features

1. Watch Hear It, Say It. Students may listen and repeat sentences from the movie.
2. Use the Hear It, Say It feature for a gap-fill activity (found below). Students fill in the missing words and then listen to check their answers. To differentiate, provide a word bank. You can also redo the exercise, leaving out the conjunctions (as soon as, after, unless, if, whether, if)

Hear It, Say It Gap-fill

1. I promise I _________you the painting as soon as I _________ it.

2. You _____________ art better after you __________ at my history book.

3. I ___________________ like that unless I ___________ painting a lot.

4. If you _______________, Moby, I ______________ painting your portrait.

5. Whether you ___________abstract art or not, ___________ interesting!

6. Now if ________________ready, I ________________ you your portrait.

3. Students do the remaining interactive features of the lesson: Play It, Warm Up, and You Can Do It.