Speaking:
Consequence Chain
Grouping:
Time:
Small groups (3-4 students)
15 minutes
Aim
Students will practice using the first conditional to describe consequences of actions in a chain reaction.
Materials
• Sentence starter cards with “If…” clauses (e.g., If I wake up late…).
• A small ball (optional, to pass turns).
Preparation
• Write an example chain on the board:
• If I wake up late, I will miss the bus.
• If I miss the bus, I will be late for school.
• If I am late for school, my teacher will be angry.
Activity Breakdown
1. One student starts with an “If…” card.
2. The next student continues with a logical consequence using will.
3. The chain continues until no more logical connections can be made.
Instructions
1. Take a card and read the “If…” sentence.
2. Say what will happen next using will.
3. The next student continues with another consequence.
4. Keep going until no more ideas.
5. Start a new chain with a different card.
Concept Checking Questions
• “Do we use will in the first or second clause?” (Second).
• “Does the first conditional talk about real or imaginary situations?” (Real).
Examples
• If I eat too much cake, I will feel sick.
• If it rains tomorrow, we will stay inside.
Extensions/Varations
• Harder: Remove sentence starter cards; students create their own.
• Easier: Provide a list of possible results.
Error Correction
• Teacher monitors and corrects errors in a recap session.
Writing:
My Future Plans
Grouping:
Time:
Individuals → Pairs
20 minutes
Aim
Students will write a short paragraph about possible future scenarios using the first conditional.
Materials
• A worksheet with sentence starters (e.g., If I pass my exams, I will…).
• A model paragraph for reference.
Preparation
• Provide a checklist for self-correction.
Activity Breakdown
1. Students complete sentence starters.
2. They write five sentences about their future.
3. They swap papers with a partner for peer feedback.
Instructions
1. Complete the sentence starters.
2. Write five sentences using If… will….
3. Check your sentences.
4. Exchange papers with a partner.
5. Give feedback.
Concept Checking Questions
• “Is will in the condition or the result?” (Result).
• “Can we use will in both parts?” (No).
Examples
• If I study hard, I will pass my test.
• If it doesn’t rain, we will go to the park.
Extensions/Varations
• Harder: Students write a diary entry.
• Easier: Use a fill-in-the-blanks template.
Error Correction
• Teacher highlights common errors in a mini-lesson.
Listening:
What Will Happen Next?
Grouping:
Time:
Pairs → Class discussion
15 minutes
Aim
Students will listen to short scenarios and predict the outcome using the first conditional.
Materials
• Audio recordings of different situations (e.g., If you don’t study, you will fail the test.).
• A worksheet with multiple-choice options.
Preparation
• Write example sentences on the board:
• If you touch the stove, you will burn yourself.
• If she doesn’t take an umbrella, she will get wet.
Activity Breakdown
1. Students listen to a sentence and choose the correct consequence.
2. They compare answers with a partner.
3. They discuss their choices as a class.
Instructions
1. Listen to the audio.
2. Read the question.
3. Choose the best answer.
4. Check with your partner.
5. Discuss with the class.
Concept Checking Questions
• “Does the first conditional talk about the past or the future?” (Future).
• “Is the result certain or possible?” (Possible).
Examples
• If you don’t wear a coat, you will be cold.
• If he doesn’t leave now, he will miss the train.
Extensions/Varations
• Harder: Students explain their answers.
• Easier: Provide picture clues.
Error Correction
• Teacher reviews answers and provides feedback.
Reading:
If You Make the Right Choice…
Grouping:
Time:
Pairs
15 minutes
Aim
Students will read short texts with conditional choices and determine their consequences.
Materials
• A worksheet with two short stories containing first conditionals.
• A “decision tree” for students to follow.
Preparation
• Highlight if clauses in the texts.
Activity Breakdown
1. Students read a story and highlight first conditional sentences.
2. They follow the decision tree to see possible outcomes.
3. They discuss in pairs what choices they would make.
Instructions
1. Read the story.
2. Find and highlight if sentences.
3. Follow the decision tree.
4. Discuss the best choice with your partner.
5. Share your ideas with the class.
Concept Checking Questions
• “Is going to used for weather predictions?” (No).
• “Is will used for planned actions?” (No).
Examples
• If you press the wrong button, the alarm will ring.
• If she trains hard, she will win the race.
Extensions/Varations
• Harder: Students rewrite endings with different results.
• Easier: Provide sentence matching.
Error Correction
• Students peer-correct before teacher feedback.