Superstitions and first conditionals

Theme: Superstitions

Materials & Technology:

● PowerPoint, worksheet, YouTube video (click to access the materials)

Teacher: Ningou Qu

Level: Intermediate 2

This is an interesting grammar & speaking activity which combined superstitions, first conditionals, and embedded sentences—perfectly suitable for diversified ESL classes!

---

Language Focus and Speaking – First Conditional

1.1 Pre-Stage:

Interaction: T-S

● Ask students how is the weather and ask them how do they usually predict or check the weather

● Show a video of Pirates’ Weather Report and ask students to fill in the blank (There will be first conditional sentences on the worksheet).

● Ask students to talk with a partner and check their answers for the blank filling exercise.

“Now, talk with your partner and see if you have the same answers.”

“So, according to pirates’ weather report, a black cat on board means….? Tomorrow will be dry and sunny. The pirates also believe that if the cat is thrown out of the ship, there will be….? Yeah, there will be rain and wind. Then, what does the weather report suggest? A black cat brings good luck.”

“Do people actually predict the weather by cats and seabirds? No. That’s not scientific. However, some people, such as the pirate in the video, believe that they can tell the fortune relying on unscientific indications, and do you know what is that called? Right, that is superstition.”

---

1.2. During Stage:

Interaction: T-S, S-S

A. Superstitions and first conditional

● Introduce the word “superstition”: a belief that some objects or actions are lucky or unlucky, or that they can lead to events in the future.

● Show a picture of a four-leaf clover on the screen. Ask students about the implication of a four-leaf clover.

“What is this? Do you know what does it represent? Right. This is a four-leaf clover. The clovers usually have 3 leaves. But if you find a four-leaf clover, what is believed to happen?”

S: “I’ll have good luck.”

● Show the sentence: “If you find a four-leaf clover, you will be lucky”. Ask students to find out the structure of superstitions.

“In superstitions, there is always one thing then it leads to another. In this sentence, we have ‘finding a four-leaf clover’ and ‘being lucky’. Which one is the condition and which is the result? Look at the sentences we have on the worksheet and the screen, then talk with your partner, what typical features can you find?”

● Ask students to report their findings and summarize the form of first conditional based on students’ findings.

“....It is not guaranteed that you will definitely be lucky, but it is very likely to happen. At least, people believe this is likely to happen. So, this kind of sentences is called first conditionals. We use the first conditional to indicate a high possibility.”

B. Superstitions and embedded clause

● Ask students whether they have heard of the superstition about four-leaf clover and whether they believe in them or not;

“Wow, since so many of you have heard about this saying, I guess we can add something at the beginning of this sentence.”

● Then show the sentence: “Many people have heard that/ many cultures agree that, if you find a four-leaf clover, you will be lucky.”

“How about the pirates’ superstition? Have you heard about that before? If not, how can we modify the sentence in order to show others that it is not something you are familiar with?”

● Students answers may vary.

“Very good! Another answer could be this, you can simply say, ‘according to pirates’ superstition, if there is a cat on board, the weather will be sunny and dry.’”

C. Superstitions and first conditional

● Ask students to make a list of superstitions in their home countries.

“The meaning of a thing can be different in different cultures. Superstitions also vary from country to country. Some of them might be common around the world. What are some of the superstitions in your home country? First, let’s take a few minutes to think about 2 superstitions.”

● Give modeling

- Do you all have something in mind? OK. Now, before you write them down on the worksheet, let’s think about some possible expressions you can use in framing your superstitions.

- For example, in China, many people will tell their children that if they open an umbrella indoors, they will not grow taller. In the first column, you can specify the country or the group of people who believe in the superstition. Then, you can write down the superstition in the second column.

- Ask CCQs: How many superstitions are you supposed to write? What structures could be used in the first column? What could you use in the second column?

(If… will…; according to; many cultures believe that; people in XX believe that...)

● Ask students to share their superstitions

“Now, it’s time for sharing! Talk with at least 2 people in the classroom except for your neighbors, ask them if they have heard about your superstitions and listen to your classmates’ superstitions. Take notes on the second form, and try to make a list of superstitions on the worksheet. You can leave the third column blank for now. I’ll give you 3 minutes. Can you talk with people sitting next to you? No.”

● Ask students to stop and return to their seats

“This time, you will share your list of superstitions with the person next to you, choose the most interesting or the strangest two superstitions, and discuss the possible reasons for people coming up with such superstitions.”

● Give modeling with a student

T: “For example, Student A, I see that you were talking to Student B, right? Would you like to share a superstition you heard from Student B?”

S: “.....”

T: “Wow, that’s interesting! Student A used a very good expression (e.g. ‘in xx culture, people believe that’). So, have you ever wonder why people believe it? Where does that come from? ”

S: “...”

If the student has trouble in coming up with a reason, T will ask the S to talk about it later with his/her partner. Then, T will give another modeling

“For the superstition of the umbrella in China, it’s probably for safety reasons. Opening an umbrella indoors could be dangerous and children might get hurt or they might knock something down by accident.”

● Assign students with a partner (the person next to them) and ask CCQs

“What should you do after sharing your list of superstitions? Choose the strangest/ most interesting two superstitions and discuss possible reasons.”

---

1.3 Post-Stage:

Interaction: S-S, T-S

● Introduce "hot seats" to students. Ask students to share their lists and thoughts with the class. They should report their classmates’ superstitions instead of reporting their own. :

"These two chairs are not normal chairs. They are 'hot seats'. Only the people who are really lucky can sit on the hot seats. So, who'd like to be the lucky ones? Come here with your partner and sit down, you are going to share one of the supersitions you heard today. The rest of you are interviewers so feel free to ask questions to people on the hot seats!

---

Tangible Outcome & T. feedback/peer feedback:

Tangible: A list of superstitions of different countries in the form of first conditional.

Students will practice using the first conditional and embedded clause while discussing superstitions with their partner.

Feedback: The teacher will give feedback during students’ discussion and their report. Corrective feedback will focus on the use of first conditional, especially the form of the verb in the sentence.

---

Thanks for reading! Post your thoughts and let me know how do you think of this activity :)