1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO RESIDENTE: María Fernanda Saboy
Período de Práctica: Nivel Secundario
Institución Educativa: Instituto Modelo Viedma
Dirección: Maestro Chirinos 795 - Viedma
Sala / Grado / Año - sección: 3er.Año
Cantidad de alumnos: 30
Nivel lingüístico del curso: Intermediate (B1)
Tipo de Planificación: Clase
Unidad Temática: Relationships/Friendship
Clase Nº: 3
Fecha: 03/6/2019
Hora: 10:30 a 11:50
Duración de la clase: 80’
Fecha de primera entrega: 30/5/2019
Teaching points: First conditional to talk about possible future
situations.
Aims or goals:
- During this lesson, learners will be able to:
. Talk/Speak about future possibilities.
. Develop their writing skills.
. Develop their listening and reading skills.
Language focus:
LEXIS FUNCTION STRUCTURE PRONUNCIATION
REVISIO
N
Adjectives to
describe
people (shy,
clever,
friendly)
Talk about
people’s
appearance
and personality
Verbs: To Be
and Have (got)
(He’s
tall/She’s thin)
/ɔ:/ tall, short
/θ/ thin
NEW Relationships
/Friendship
Write/Talk
about
First
conditional
/əʊ/ old, close
/e/ friend, guest
2. conditions and
consequences
Teaching approach: Communicative approach.
Integration of skills: What skills will be integrated and how?
Listening: while the students listen to the recordings.
Reading: they have to read the information in order to do the
activities.
Writing: they have to write sentences using the first conditional.
Speaking: they have to speak in order to do some of the activities.
Materials and resources: whiteboard, CD player, textbook, OHP, pen
drive, PPT presentation.
Pedagogical use of ICT in class or at home: I will download pictures
from the Internet to create a PPT presentation.
Seating arrangement: whole class while explaining and listening. Pairs
when checking the activities. Groups when doing the last activity.
Assessment: what will be assessed and how:
I will pay attention to pronunciation, in order to correct serious
mistakes. I will pay attention to their fluency, and I will take account of
grammar mistakes for the future.
Routine – 2’
Purpose: To establish rapport with the students.
I will enter the class and greet students:
T: ”Hello everyone, how are you today?”
Ss: “Fine, and you?”, “Very well, thank you”, “I’m OK”
T: “Great. Could you tell me the date, please?”
Ss: “Yes” “Three” “The third of June”
T: “Ok, today is the third of June”
(I will write the date on the whiteboard)
Warm up – 10’
T: “Last class we were talking about relationships and friendship, right?”
Ss: “Yes”
T: “Well, please tell me, what will a good friend do for you?” “For example, if you
feel lonely, your friend will keep you company” “If you feel sad, your friend will
comfort you.”
3. I could write some sentence beginnings on the whiteboard, and ask the learners
to help me complete the sentences, for instance (I could take examples from
the previous lesson – Activity 2 – Reading an article):
If you have a problem, (your friend/s will help you.)
If you need to talk, (your friend/s will listen to you.)
If people criticize you, (your friend/s will defend you.)
If you tell your friend private information, (he/she won’t tell anybody else about
it.)
T: “Very good. Now I’d like to show you more examples of different situations
and the possible results of those situations or actions.” “Do you like jokes or
funny situations?”
Ss: “Yes” “Yes, of course” “I don’t like jokes” etc.
T: “Now we’ll watch a PowerPoint presentation with some funny situations.”
Transition: “Are you ready? Well, let’s start”
Presentation – 15’
Purpose: To provide a context for the teaching points (First conditional.) To
develop their reading skills.
I will show them a Powerpoint presentation with pictures and jokes. These are
some of the slides:
4. T: “Did you like the jokes?”
Ss: “Yes” “Yes, I did.” “No, I don’t like jokes.”
T: “Do you like to play jokes on your friends?”
Ss: “Yes” “No” “Sometimes”
T: “Do you like to have fun with your friends?”
Ss: “Yes, of course” “
T: “Well, today we will continue talking about friends and relationships, right?”
Ss: “Yes” “OK”
T: “Do you always celebrate your birthday?
Ss: “Yes” “No” “Sometimes”
T: “And tell me. How do you celebrate your birthday? Do you throw a party?
Ss: “Yes” “No”
T: “Are there any other ways of celebrating your birthday?”
Ss: “Yes”
T: “Could you give some examples?”
Ss: “We go to the disco” “I go to a pub” “At home” etc
T: “Have you ever had a barbecue for your birthday? Do you know what a
barbecue is?”
Ss: “Yes, ‘asado’”
T: “Do you invite a lot of friends to your birthday?” “Do you want all your friends
to be with you?”
Ss: “Yes” “No” “It depends”
T: “And, tell me, what happens if you have two friends who don’t get on well
with each other, or if they have broken up?” “Do you invite both of them?”
Ss: “Yes” “No”
Transition: “OK, now we’re going to listen to two friends talking about a
birthday barbecue. Are you ready?”
5. Development:
Activity 1 – 10’
Purpose: to develop students’ listening skills. To provide a context for the new
structure (First conditional.)
In this activity students have to read and listen to a conversation between two
friends, Jay and Olga. It is her birthday soon, and they are talking about the
people she should invite for her birthday barbecue.
T: “Now, I want you to go to page 41 of your textbook. Have a look at the
photograph” “Olga is talking with Jay about her birthday” “She’s going to
organize a barbecue and invite some friends”
T: “You’re going to listen to the conversation while you read it.” “Are you ready?”
Ss: “Yes, we are” “Yes”
CONVERSATION
Jay: Are you going to invite Tim to your birthday barbecue?
Olga: I don’t know. If I invite Tim, he’ll probably argue with Bren. But Bea
won’t come unless I invite Tim. And what will Tim say if I don’t invite him?
He’s one of my oldest friends.
Jay: If you talk to Tim and Bren they might stop arguing for one day.
Olga: You’re right. I’d really like all three to be there.
T: “Well, who does Olga want at her birthday barbecue?”
Ss: “Bea” “Tim” “Bren”
T: “Very good!” “Now, I’d like you to have a look at activity number two and
complete the rules” “Do you understand what you have to do?”
Ss: “Yes” “No”
T: “You have to complete the sentences with examples from the dialogue, right”
Ss: “Yes”
This is the table the students have to complete with sentences from the
dialogue:
First Conditional with if/unless
Use:
To talk about possible situations in the future and their results.
6. Form:
IF + I, you, etc + present simple… (= the action)
……………………………………….. to Tim and Bren,
…, I/You, etc + will/may/might + infinitive (= the result)
………………………………………… for one day.
UNLESS
Unless + positive verb means If…..not:
Bea won’t come unless I ……………….Tim.
= Bea won’t come if I don’t invite Tim.
T: “Well, have you finished? Who wants to read the answers?”
S1: (ss are used to raising their hands to ask for permission to speak) “If you
talk to Tim and Bren, they might stop arguing for one day”
T: “Very good, thank you” “Who wants to read the second sentence?”
S2: “Bea won’t come unless I invite Tim”
T: “Very well”
Now I will proceed to explain the structure. I will draw two columns on the WB,
like this:
POSSIBLE SITUATION (Condition)
(If/Unless + Present simple)
If I study hard, …………………
Unless I study hard, ………………
If I don’t study hard, ……………..
If Olga invites Tim, ……………….
RESULT (Consequence)
(Future simple with “will” or “might,
may”)
…(I will pass the exams.)
…(I won’t pass the exams.)
…(I won’t pass the exams.)
…(he’ll probably argue with Bren.)
I could complete the second line (in red), after completing the examples. I will
make students reflect upon the verb tenses that we use in each clause. I will
explain that the First conditional is used to talk about future possible and
probable events.
T: “Now, please tell me, which verb tense do we use in the first part of the
sentence?”
Ss: “Present simple”
T: “Very good. And in the second part (or the result clause)?”
Ss: “Future” “Future simple”
7. T: “Excellent. So, we use the First conditional to talk about situations that are
possible or probable in the future. If something happens, that is, if a situation
happens, then that situation will have a consequence or result. Is that clear?
Ss: “Yes” “No” etc
I will add more examples to the table, for instance,
“If I don’t work in class, the teacher may call my parents.”
“Unless I pass all my exams, my parents won’t let me go out on Saturdays.”
“Unless the national football team trains really hard, they won’t win the World
Football Cup.”
“If your best friend lets you down, you might stop talking to him/her.”
T: “Now, please listen to me. You can change the order of the sentences
without changing the meaning. For example, I will use one of the previous
sentences to illustrate this:”
- If I don’t study hard, I won’t pass my exams.
- Unless I study hard, I won’t pass my exams.
- I won’t pass my exams if I don’t study hard.
- I won’t pass my exams unless I study hard.
T: “What similarities and differences can you find in these four sentences?”
Ss: “The comma disappears in sentences three and four.”
T: “Very good! What other difference can you see?”
Ss: “The ‘If’ and ‘Unless’ are in the middle”
T: “Exactly!” “And what about the meaning? Are you saying the same in the four
sentences?”
Ss: “Yes”
T: “Yes, you’re right. You can change the order of the parts (clauses) of the
conditional sentence without changing the meaning, OK?”
Ss: “OK” “Yes”
Transition: “Now, we’re going to do some activities from your student’s book.”
Activity 2 – 10’
Purpose: to develop students’ writing skills. To do controlled practice of the
new structure.
T: “Go to page 41, we’re going to do exercise 3” “You have six sentences. You
have to complete the second sentence as in the example” “Who wants to read
the example?”
8. S1: “I won’t enjoy the barbecue if Sabrina doesn’t come. Unless Sabrina comes,
I won’t enjoy the barbecue.”
T: “Now you can complete the rest of the sentences” “Remember that the
meaning of the two sentences has to be the same, and that you have to use no
more than three words”
PRACTISE
Complete the second sentence so that it means the same as the first. Use no
more than three words. (Contractions count as one word.)
1 – I won’t enjoy the barbecue if Sabrina doesn’t come.
Unless Sabrina comes, I won’t enjoy the barbecue.
2 – Unless you send invitations, people won’t remember when it is.
If you don’t send invitations, people won’t remember when it is.
3 – Vasily won’t come unless he can bring his girlfriend.
Vasily won’t come if he can’t bring his girlfriend.
4 – If you don’t invite the neighbours, they may complain about the noise.
Unless you invite the neighbours, they may complain about the noise.
5 – My parents won’t let me have another barbecue if we don’t clean up
afterwards.
My parents won’t let me have another barbecue unless we clean up
afterwards.
6 – I might not have time to tidy up unless people help me.
I might not have time to tidy up if people don’t help me.
T: “Have you finished?”
Ss: “Yes teacher”
T: “Very well, now, in pairs, you can check your answers.”
T: “Now, I’d like you to read the answers. Who wants to read number 2?”
S1: “If you don’t send invitations, people won’t remember when it is.”
T: “Excellent. Who will read number 3?”
S2: “Vasily won’t come if he can’t bring his girlfriend.”
T: “Very good! Number 4?”
(and so on, until we finish checking the activity.)
Activity 3 – 10’
Purpose: to develop students’ listening skills.
T: “Now, we’ll continue with exercise 4 on page 41. There you have a
conversation, and you have to choose the right option, right?”
Ss: “Yes, right.”
After 5’ minutes or so:
9. T: “Are you ready to check your answers?”
Ss: “Yes” “I’m ready.”
T: “OK. Let’s listen to the dialogue so you can check your answers. Are you
ready?”
Ss: “Yes, I’m ready.”
Choose the correct options to complete the conversation. Then listen and
check.
Olga: I’m going to invite Bren to my barbecue.
Tim: I don’t / won’t come if he ‘s / ‘ll be there. He told lies about me.
Olga: I he says / ‘ll say sorry, do / will you change your mind?
Tim: But he won’t.
Olga: He says / might say sorry if the thinks you stop / ‘ll stop being so
angry.
Tim: I’ve got a good reason to be angry.
Olga: Yes, but unless you ‘re / ‘ll be more friendly, people stop / will stop
talking to you. And not just Bren.
Tim: OK, you’re right. I’ll talk to him.
T: “Well, have you finished?”
Ss: “Yes”
Now I will play the recording for the learners to check their answers.
Activity 4 – 10’
Purpose: to develop the learnes’ writing and speaking skills.
T: “Now you have to complete the sentences in exercise 5 from your books with
your own ideas” “Are you ready?”
Ss: “Yes teacher”
Complete the sentences about friends and other relationships with your ideas.
1 – If you forget a good friend’s birthday, …..
2 – You won’t have many good friends unless…….
3 – Unless you make mistakes, …….
4 – If you’re always honest, ………
5 – People will respect you if ………….
After they finish, they will compare sentences with a partner and discuss if they
agree or not with their partner’s answers. Then, I will ask students to read one
sentence each.
10. Activity 5 – 10’
Purpose: to further expose the learners to the structure. To consolidate the
structure.
Note: The students work at a very fast pace. They are very clever and have a
sound background knowledge. I thought about giving them an extra activity.
I thought about doing a “chain conditional”. In this kind of activity, students have
to create a new sentence using the second clause of the previous one. For
example, the teacher says “If I go out tomorrow, I’ll go to the cinema”. Then one
student makes up a new conditional starting “If I go to the cinema, I’ll eat a lot of
popcorn”. The second student says “If I eat a lot of popcorn, I’ll feel sick”. The
next can say “If I feel sick, I’ll go to the doctor”, and so on. This is a fun activity
because it can lead to some strange of funny endings. (They saw an example of
this activity in the PPT presentation. The joke that starts with “If I do my
homework, I’ll get good grades, etc.”
Another activity that I thought of is one called “Election promises”. Students
have to imagine they are politicians in campaign. Working in groups, they have
to discuss to come up with, e.g. 5, actions that they would take if they won in
the government elections. They have to write 5 or 6 actions to complete the
phrase “If you vote for us, we will……..”. By the end of the game, they have to
read their promises and the whole class has to vote for the most original or best
ideas.
Closure – 2’
T: “Well, that is all for today. You were really very good.”
Homework – 10’
As homework, the local observer always gives them the corresponding
exercises from the workbook. I will explain what they have to do for next class.
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
