6. This activity continues in this way until all the students in each
group have written sentences in all the columns. 7.
And the writer just monitor and checked the students are using the first conditional correctly and make a note of any repeated error to
go through as a class at the end of the activity. 8.
And the class can vote for the most interesting series of sentences.
b. Scrambled Sentences
The writer will give the students some sentences in scrambled order and then the students try to make about coherence.
Table 2.2 Technique of Presentation by Scramble Sentences
T
T You
are offered a job
in Madrid
next year. 1.
If I go to Spain
next year,
2.
3.
4. You
are offered
a place in the
top football
team In your country
1. If I play
for arsenal
Team,
2.
3.
4. You
are offered a free
round-the- world travel
ticket. 1.
If I travel round the
world,
2.
3.
4. You are offered
a job as a top fashion model.
1. If I work
as a top fashion
model,
2.
3.
4.
Home Get
I If
Will You
Telephone I
The To
Won’t
Go Rains
We
Match If
It Football
Party Come
Will You
To If
Invite My
I You
?
I Television
My Will
Homework I
If Finish
Watch
Mike If
Is Will
Retire He
65 ?
Go Zoo
Is Won’t
It The
If Hot
They Too
To
Buy Will
If
You A
Half I
Eat Cake
?
The At
If
Meet I
You Me
Will Arrive
c. Song
Teaching conditional sentence type 1 through song is enough interesting since most of the students like singing songs, especially from
the western and enable to make them learn by heart. The most important thing to keep in mind is the songs provide engaging context that makes it
easier to structures. Gasser and Waldman suggest the following procedure for using
song in the classroom: 1.
Begin by introducing the song and tell a little about it 2.
Make a lyrics available to the students, either by writing them on the board for the students to copy, handing out mimeographed
copies of the words, or providing lyrics with key words or structures missing a modified cloze exercise that students must
listen for and fill in. this provides recognition practice as well 3.
Sing or play the song once and allow students to listen and enjoy it 4.
Go through the lyrics with students aloud and check comprehension, understanding of lexical items, etc.
5. Go through the song one verse at a time, let the students listen
before the students sing. If there is a chorus, let students practice it first
6. Sing the entire song with class several times. Once or twice is not
enough. Give the students opportunity to practice and remember that the students are dealing with a tune, rhythm, and language all
once.
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Karin M. Cantron and karl Graham. Internet. Http: www. Karinsplayground.com
Airport ?
d. The Picture and the Text
The usage of picture is very effective to help students in understanding conditional sentence type 1. The students get the idea easily
and clearly through picture. The writer shows the picture to the students and asks them to imagine what the students will do with it, it can improve
subconscious knowledge since the students see the object and it can add their intention to the subject. The writer used the picture from the textbook
and browsed in the internet. The text is related to the picture. A picture can illustrate each situation and also give leads to each sentences. For example,
the picture of Gorilla in the jungle “if I meet Gorilla,……….”. the
students of the class love completing this sentence and create others. The picture and the text below is a big Gorilla in the jungle and
The picture and the text are put on the big screen and filled by colorful picture, in order to the students can be more interested and the teacher
conducts a questions such as “What will you do if you meet a Gorilla?” which will elicit responses with conditional type 1 sentences.
Face to face with a Gorilla
I had found the baby Gorilla four weeks before, and it was very ill. But now it was well again, and I had to take it back to its family. I picked it up,
