The document provides a lesson plan for a secondary English class. The lesson aims to introduce phrasal verbs and zero and first conditional sentences. A variety of activities are used including a song, worksheet exercises, storytelling in groups, and a board game. Teaching methods include PPP and communicative approach. Students practice listening, speaking, reading and writing skills. Materials include a PowerPoint, textbook, pictures, and game boards.

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO RESIDENTE: Bizet, Marina Lucía
Período de Práctica: Nivel Secundario
Institución Educativa: NCI nuevo Colegio InglésPadre lacabe
Dirección: Padre Lacabe
Sala / Grado / Año - sección: I1 ( primer año de secundaria)
Cantidad de alumnos: 31
Nivel lingüístico del curso: pre- intermedio
Tipo de Planificación:
Unidad Temática: phrasal verbs. Conditionals
Clase Nº: 1
Fecha: 14/ 10
Hora: 8:30 a 10: 30
Duración de la clase: 120’
Fecha de entrega: 11-11-2017
• Aims or goals:
• To introduce some phrasal verbs to the students
• To provide them oral and written practice
• During this lesson, learners will be able to use recognize phrasal
verbs and produce sentences using them.
• To recognize zero and first conditional type sentences
• Teaching points: - language focus: phrasal verbs , zero and first
conditionals
New

2. Functions Lexis Structures Pronunciation
Revisión Relative
pronouns. Who
whose, which,
used to, past
simple tense
Which character
used to….?
Who found a
… ?
New Take up. Grow
up. Make up.
Sort out, find
out, set up get on
with, bring up
If+ subject +verb
( present simple)
+ subject + verb
If + present
simple+ will +
infinitive

3. · Teaching approach or combination of methods / approaches: combination of PPP
and Communicative Approach.
· Integration of skills: listening and reading, through the song and the PowerPoint,
speaking through the speaking activity.
· Materials and resources: PowerPoint presentation, Book complete Pet,
· Pedagogical use of ICT in class or at home: sts will work with a powerpoint
presentation produced by myself in order to introduced to topic
· Seating arrangement: students Will be sitting in pairs as they normally do.
•
Routine: 2’
Hello students, how are you?
Sts answer
Presentation: 15’
As you know you will be working with me, so, I hope we all have a good time and learn a
lot together.
So, let’s start.
T plays the following song for students :
https://www.youtube.com/watch?v=ECHdeVdHWWA
she asks them if they can recognize the song ( which they surely will)
ss answer: the Simpsons
t asks: did you use to watch them when you were younger?

4. Ss answer.
Ok, I brought something for you today. It’s a quiz about the Simpsons, piece of cake for you
surely, very easy. And while we do it we are going to learn some new words, ok? Let’s start
T shows sts the following presentation using a projector.
..OneDrivethe simpsons quiz.pptx
Good job everyone! Did you pay attention to words in bold? They are some phrasal verbs,
let’s see what they mean:
T will prepare a chart like the following, using a poster, and the phrasal verbs will be
printed:
(bring up) To care for a child until he/ she is an
adult
Find out) To discover something
(make up) To invent a story, an excuse, etc
(sort out) To solve a problem
(take up to) To begin doing something
(Set up) To stablish a new company
(Get on with) To have a good relationship
( grow up) To gradually became adult
volunteers will come to the front and stick the phrasal verb next to the meaning. ( we will
go about each of them reading the example from the presentation again)
sts copy the chart on their folders. ‘5
transition: ok, let’s play a very simple game to see what you remember
game: 10’

5. T gives out cards with halves of the phrasal verbs like the following ones:
Make up
Sort out
T will go around the classroom and find their partner. When they do, they will come
up with a sentence and write it down. Students share their sentences.
transition: ok now we are going to practice a bit more on these phrasal verbs…
activity: 10’
please open the book Complete Pet on page 72, activity number 2. I ‘ll ask a volunteer to
read the instructions.
So, using the chart, you’re going to solve this activity

7. Once students have finished we check the activity orally.
Activity 2: 10: students solve activity 3 from the book: ( rewrite the sentences making
them true for them)
Sts and t check the activity orally.
Activity 3: 20 minutes
T gives sts the following pictures. Sts make groups of 5 and create a story using at least 3
phrasal verbs from the ones they have learnt today. Then students share their stories with
the class-
T provides an example:
This Man is called Jack. He grew up in Argentina. He is 30 years old. He used to be a teacher
until he found out he wanted to be an actor. Now he takes up acting classes after school.

10. Source: google images.

11. Transition: well done everyone! Let’s go back to your places now
Presentation: 10’
Now we’re going to listen a song. Here you are( t gives out some copies like the following
one:
https://www.youtube.com/watch?v=pvH_oJvMIYQ
 If the rain comes, they run and hide their
They might as well be dead
If the rain comes, if the rain comes
When the sun they slip into the shade
(when the sun shines down)
And sip their
(when the sun shines down)
When the sun shines, when the sun shines
Rain, I don't mind
Shine, the weather's
I can show you that when it to rain
(when the rain comes down)
Everything's the
(when the rain comes down)
I can show you, I can show you
Rain, I don't mind
Shine, the weather's fine
Can you hear me, that when it rains and

12. (when it rains and shines)
It's just a state of ?
(when it rains and shines)
Can you hear me, can you hear me?
Sts listen and complete the song. If necessary, t plays the song twice. T tells students that
this song was written by the Beatles. Do you know the Beatles? Which songs do you know?
Do you like their music?
Ss answer
Great! I love the Beatles.
Now. Let’s look at the first sentence of the song, it says “ if the rain comes, they run and
hide their heads”
Why do you think the people from the song “run and hide”? EA; because they were going to
get wet
Good. If it rains, we get wet. What other things can happen if it rains?
T takes out a poster like the following:
Zero conditional
If + Subject + Verb (Present) + , + Subject + Verb (Present)
Here are some examples:
• If it rains, I get wet
• If I have time, I read at night.
• If I study, I pass the test

13. T explains that we use the zero conditional to talk about things that that always true. Now,
let’s have a look at this sentence:
T writes the following sentence on the board:
• If it rains, I won't go to the park.
Is it the same? Is it in zero conditional? EA; no
T explains that this example is from first conditional form, and that here we ‘re talking
about a particular situation that maight/ maight not happen in the future.
T elicits the form of first conditional:
• if + present simple, ... will + infinitive
activity: 15’
Zero or First Conditional Gap Fill
Use either the Present Simple or "will" to complete these sentences.
1. You don't have a ticket, do you? If I see one for sale, I ______ (buy) it for
you.
2. We ______ (catch) the early train if we get to the station at 6am.
3. Whenever my skin goes red in the sun, I just ______ (use) some of this
cream and it feels better.
4. I always ______ (ask) for directions if I get lost in a new city.

14. 5. If there isn't a place at the conference for you, Harry ______ (organise)
another one.
6. When Shirly ______ (go) to the cinema, she buys a big bag of popcorn.
7. The opposition ______ (call) for a new election if the President wins again.
8. If you earn more money, you ______ (pay) more taxes.
Sts and t check the activity orally
Well, now you can put your things under the table and I will need you to make groups of 5
Activity 2: 20’ game
T hands out the copies.
Sts play a board game in groups of 4 using the zero and first conditionals
T provides a copy of the game and a dice. Sts use their rubbers to know where they are on
their boards. While students play, t walks around the classroom and monitors the activity.

15. • To be completed by your tutors:
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below
Standard
1
Visual
organization
Coherence and
sequencing
Variety of
resources –
Learning styles
Stages and
activities
Teaching
strategies
Language
accuracy
Observations Minimum score: 18 / 30