Grammar

Topic:  The Zero Conditional

Lesson Plan Template Task Based Lesson (TBL)

Instructor: Jeeyun Park	Level: Pre-Intermediate	Students: 12	Length: 25 Minutes

Materials:

White board and markers

Computer connected to projector

Template of Snakes and Ladders

A copy of the instructions for Snakes and Ladders for each group (3)

Dice

Post-its for students to write down additional instructions

Aims:

Main Aims:

Students will be able to improve their inference skills and develop an understanding of the zero conditional by talking about their habits and the relationship between the pictures of stick figures.

Students will be able to exercise the use of the zero conditional by making and following additional instructions for Snakes and Ladders.

Students will be able to exercise their interpersonal skills by cooperating with and communicating with each other while brainstorming and finding ideas as to what instructions they will implement into the activity.

Secondary Aims:

Students will be able to use their creativity in making new instructions for the main activity.

Students will be able to learn more about English and how to follow instructions by taking part in the main activity.

Personal Aims:

I would like to improve the clarity of my instructions by showing clear demonstrations of what to do. I would also like to improve my communication and interaction with the students by providing positive, yet constructive feedback. Furthermore, I would like to manage my time more wisely with the activities.

Language Skills:

Reading: Students should practice integrated reading skills by using both bottom-up and top-down approaches. Students should practice bottom-up reading skills by scanning for specific information (e.g. the zero conditional, simple present tense, actions, etc.). They should also practice top-down reading skills by making additional instructions from the information they got from the original instructions.

Listening: Students should practice interactive listening skills by working with each other to find out what the instructions might mean, and by communicating with each other as to what additional instructions they would like to implement in the game.

Speaking: Students should actively participate in the learning process by sharing their habits and exchanging ideas in group discussions.

Writing: Students should practice writing skills by making and writing down their own instructions for the main activity.

Language Systems:

Phonology: Using correct intonation when reading aloud the instructions for the activity.

Lexis: The expressions and vocabulary brought up in discussions and instructions.

Grammar: The simple present and zero conditional used in the instructions and  in students' conversations.

Function: Using the information they got from the original instructions and making new ones.

Discourse: Discussing what instructions to make and how to implement them into the activity, and communicating with each other on how to present them.

Assumptions:

The students understand the rules to the main activity.

The students will be able to use the information that they got from the original instructions and use them as a basis to make new ones.

The students can communicate with each other well enough to come to agreements as to what new instructions they will implement in the game.

Anticipated Errors and Solutions:

The students might not understand the limitations to the zero conditional and confuse them with the first or second conditional.

The students might not use the zero conditional without encouragement or continuously use it incorrectly in spite of explanations.

Give the students examples of zero, first and second conditionals, then allow them to discuss in groups what the differences might be, and come back as a class and discuss.

Allow them to watch a video or listen to music that includes the first and second conditional, and give them some scientific facts for the zero conditional.

References:

White, Bev. Snakes and Ladders. n.p., n.d.  http://www.citywomenflaward.co.uk/award-ceremony/programme/snakes-ladders/. Web, 5 Aug. 2014.

Scrivener, Jim. Learning Teaching: The Essential Guide to English Language Teaching. 3rd ed. Oxford: Macmillan Publishers Limited, 2011. Print. pp.156-184.

"THE 'ZERO' CONDITIONAL." Edufind. n.p., n.d. Web. 5 Aug. 2014.

http://www.edufind.com/english/grammar/if_conditional2.php

Pre‐Task
Materials: No materials needed.
Time	Set Up	Student Activity	Teacher Talk
3 Min.	Whole Class/ Groups	Lead in by asking questions about what habits the students have, or what they almost always do in certain situations. Give personal examples to help the class understand. Elicit. Lead In Questions What is your morning routine? What habits do you have? What is the first thing you do when you come home? Motivate When I come home, the first thing I do is say hello to my parents. And then I go to my room and put my back pack or bag on the floor, tie my hair in a bun and go to the bathroom to wash my hands. This is my everyday routine, and it doesn't change. (After discussions) It looks like we have some interesting habits! I think this was an opportunity to learn more about each other, thank-you for sharing.

Task Preparation
Materials: White board and markers Computer connected to projector Template of Snakes and Ladders A copy of the instructions for Snakes and Ladders for each group (3) Dice Post-its for students to write down additional instructions
Time	Set Up	Student Activity	Teacher Talk
2 Min. 3 Min. 7 Min.	Whole class Whole class Whole class/ Groups	1. Introduction to Zero Conditional Draw a picture of a stick figure having fun and write 2:30 A.M. on top of it. Beside it, draw another stick figure, but this time in bed with a tired expression, and write 7:00 A.M on top. Get the students to guess the connection between the pictures. Instructions: I'm going to draw two pictures on the board, and I want you to tell me if you can see the relationship between them, okay? (Draw first picture of stick figure on board) Can you tell me what this looks like? This person seems to be active, but it's 2:30 in the morning. Now let's take a look at this picture. (Draw second picture of stick figure on board) What do you think this picture shows? (Let the students answer) It's the same person from the first picture, but they look really tired since it's 7 in the morning and they probably had only 4 hours of sleep. What do you think is the relationship between the two pictures? (Let the students answer) If people go to sleep late and wake up early the next day, they are tired. Elicit from the students as much as possible about what the connection might be, and if they don't use "if" or "when" in their responses, elicit that from them as well. Ask CCQs to let them use the zero conditional. CCQ: How would you use "if" or "when" in the sentence to describe the relationship between the pictures? 2. Teaching the Grammar Point Elicit from the students if they know what zero conditionals are. Teach them the form and function of the zero conditional. Now, you just used a certain grammar form, do you know what it is? We used zero conditionals! In these sentences, the time is now or always and the situation is real and possible. They are used to make statements about the real world, and often talk about general truths, such as scientific facts. They also talk about instructions and habits, and repeated or regular actions in the present time period. In zero conditional sentences, the tense in both parts of the sentence is the simple present. So the form of it is the If clause, which is the condition, plus the main clause, which is the result. You can also switch the order around and make the main clause go first. You can also replace "if" with "when." I'll give you a couple of examples. "If you mix red and blue, you get purple". What does this mean? You get purple as a result of mixing red and blue, and this is always true. I'll give you another example. "If Bill phones, tell him to meet me at the cinema." What does this mean? This is an instruction to person B in the conversation to tell Bill to meet person A at the cinema. Person B can tell B to meet person A at the cinema only if Bill makes a phone call. 3. Snakes and Ladders Instructions: We are going to do an activity now. Do you know "Snakes and Ladders"? (Show "Snakes and Ladders" template on board through projector. Elicit from students to see if they know how to play. Take what they said and if they haven't said it with the zero conditional, ask them if they can change it into one. Correct them as necessary. Pass out instructions.) Okay. Now we're going to do this activity in groups of 4, so we will have three groups. But! There is a twist to this version of Snakes and Ladders; we're going to make up new rules. Each group has to choose two numbers that do not have a snake or latter on them, and make instructions that we have to follow when we land on those numbers. Demonstration: For example, let's say I make a hole on number 11. This means that if you land on number 11, you have to role the dice again, and the number you get is the amount of steps you have to take backwards. You can be creative! After you've decided what instructions you're going to add on, write them down on the post-its given to you. Let's try to use the zero conditional, and get two instructions from each group, okay? First, let's choose numbers! ICQ: How many people will we have in each group? What do we have to make? How many instructions do you make in each group? What grammar form should we try to use?

Task Realization
Materials: Computer connected to projector Template of Snakes and Ladders A copy of the instructions for Snakes and Ladders for each group (3) Dice Post-its for students to write down additional instructions
Time	Set Up	Student Activity	Teacher Talk
8 Min.	Whole class	Taking Part in Snakes and Ladders Instructions: Okay, let's get each group to come up and stick the post-its with your instructions on them onto the board. (After instructions are posted) Okay, so can each group just briefly tell us what your instructions are? (Correct them if they make any grammatical errors by repeating what they said in correct form.) They all sound interesting! But enough talk, now let's get into the activity! We will do rock, paper, scissors to decide which group will go first. ICQ: What do we do when a group lands on number - ? CCQ: How can we say these instructions in the zero conditional?

Post Task
Materials: White board and markers
Time	Set Up	Student Activity	Teacher Talk
2 Min.	Whole Class	Feedback Was the activity interesting? Did you understand how to use the zero conditional in the activity? What was the most interesting thing about the activity? Listen to students’ feedback on the questions and activities. Error Correction Talk about some of the difficulties that the students had in understanding the zero conditional and doing the activities, and how to improve comprehension next time. Talk about some of the grammatical, contextual errors that occurred throughout the class. I had a lot of fun doing the activity, and enjoyed looking at what instructions you came up with! I hope you got to understand what the zero conditional is, and will be able to use it outside of science classes. Thank-you for a great time. Thank-you!
SOS Activities
Materials: White board and markers
Time	Set Up	Student Activity	Teacher Talk
5 Min.	Whole class/ Groups	Interview Questions Let the students discuss in groups and come up with interview questions that start with "What do you do when-". Write them on the board and let the students discuss in groups, and then come together as a class.