Class 3

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO RESIDENTE: Laura Román
Período de Práctica: Escuela Secundaria
Institución Educativa: Escuela Manuel Belgrano
Dirección: Viamonte 860, Comodoro Rivadavia
Sala / Grado / Año – sección: 6to año (sección única) – jornada extendida
Cantidad de alumnos: 6
Nivel lingüístico del curso: C1 CEFR
Tipo de Planificación: Clase
Unidad Temática: Las personas y los medios de comunicación
Clase Nº: 3
Fecha: 28/09/2018
Hora: 13:40 a 14:20hs
Duración de la clase: 40 minutos
Fecha de primera entrega: 26/09/2018
 Teaching points: mixed conditionals for hypothetical situations in the past or present
 Aims or goals:
During this lesson, learners will be able to…
- To further practice mixed conditional sentences types 2 and 3
- Talk about hypothetical situations in the past or present
- Develop the four macro skills
 Language focus:
Functions Lexis Structures Pronunciation
Revision Talk about
hypothetical
situations
The media, fame,
movies, to play a role,
apps and network
names
Conditional sentences
types 1, 2 and 3
would
New Talk
hypothetical
situations in
the past or
present
Varied according to their
creation of
conversations
Mixed conditionals (2
and 3)
would have

 Teaching approach: The lesson is based on the Communicative Approach, and
organized through the PPP procedure (Harmer,2010).
 Integration of skills: students will work on their listening, speaking, reading and writing
skills
 Materials and resources: whiteboard and markers, printout, workbook Focus 4 by
Pearson
 Pedagogical use of ICT in class or at home: students will use the digital dictionary
Wordreference which they have downloaded to their mobile phones at the beginning of
the year.

2.  Seating arrangement: during the different activities students will be sitting at their desks in
a circle for the lockstep and individual activities and in 3 separate groups for the pair
speaking activity.
 Assessment: I’ll check students’ comprehension through questions, their answers to the
activities and their written and oral productions
Routine: Timing 3’
Purpose: to start the lesson, get students in the mood for work, establish rapport.
Grouping : Lockstep
I will enter the classroom and say hello to each of them, and ask each one how they are, or
about something I know was happening in their lives. I’ll ask them to put their desks facing each
other as if they were at a long house table. Once they’re all seated, I’ll say, please open your
folders, what day is it today? I’ll write the date on the board and ask them to do the same on
their folders.
T: Today we are going to start working on the workbook.
Warm up Timing 5’
Purpose: To review conditional types
Grouping: individually
I will ask them to open their workbooks at page 84. I’ll say: “Look at exercise 1. Who can
read the task? Thanks. We have four different examples for different uses (a to d). We
have to match examples and uses. So, let’s do the first one together. Who can read
number 1? Thanks. Which letter from a to d do you think it matches? EA: It’s B, a
possible situation in the future. T: Excellent. Now you do the rest. Once they have all
finished, we will check the rest together comparing what each one wrote.
T: well done! Would you like to play a game?
Activity 1: Timing 10’
Purpose: To remember and practice the mix conditional form, and have fun
Grouping: lockstep
I’ll put on the table a set of cards facing down containing names of social media apps and
networks. I’ll say, “Here we have names of social networks and apps. We are going to
play a guessing game. You have to use a mixed conditional sentence to create a clue for

3. your classmates to guess. But you have to raise your hand to guess. I’ll start.”
I’ll take a card to model the activity. I’ll say and write on the board: “If they hadn’t invented
this, we wouldn’t have a digital wall to post our thoughts.“ (Facebook) The student who
guesses the network will take a card and continue the game. If there’s one app they don’t
know, they will be able to change the card.
FACEBOOK WHAT’S APP TWITTER INSTAGRAM SNAPCHAT
YOUTUBE GOOGLE SKYPE PINTEREST VINE
BADOO MY SPACE
WORD
REFERENCE
T: Great work! Did you like the game? Now, remember we were talking about two famous
actors and how their lives are now because of the parts they played? EA: Yes, we talked
about Daniel Radcliff and Edward Cullen.
Activity 2 Timing 15’
Purpose: To practice the target structure
Grouping: in pairs
I will ask them to form three groups of two and create a short conversation about a
famous movie star and how their acting career would be different had they not
participated in a famous movie. I’ll walk around the classroom in case to monitor their
work. Once they have finished, each group will role play their conversation for the rest to
hear. (we couldn’t do this activity in the previous class.)
T: Nice job! Let’s go back to the workbook.
Activity 3 Timing 5’
Purpose: To practice the target structure
Grouping: individually
I will ask them to open their workbook at page
84 again.
Once more, I’ll ask someone to read the task
out loud. We’ll do the first one together and they
will do the rest on their own. I will check their
work individually.
Closure: Timing 2’
I will say: Great job, guys! Before I go, in what
kind of context do you think we could use these
mixed conditional? EA: varied answers.
T: Great! See you next class!

4. 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 Minimumscore:18 / 30
Score:____ /30