This lesson plan is for a 5th grade English class on the topic of "Spies". The plan includes 5 activities: 1) A review of a previous conversation about anger and apologies. 2) Introducing and practicing the third conditional. 3) Completing exercises using the third conditional. 4) Playing a game using the third conditional to discuss hypothetical situations. 5) Listening to students discuss surveillance and privacy. The plan aims to develop listening, speaking and grammar skills and integrate previously learned grammar structures.

1. I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE III
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE:
Institución educativa: First English Institute
Año y sección: 5th Seniors
Nivel lingüístico del curso: intermediate
Cantidad de alumnos: 14
Tipo de Planificación: Clase
Unidad Temática: “Spies”
Clase Nº: 12
Duración de la clase: 80 minutos
Fecha de la clase: 2 de julio
Fecha de entrega de la planificación: 27 de junio
Learning Aims
During this lesson, learners will be able to…
 develop listening skills through a recording they will listen.
 develop speaking skills by playing a game and talking about
their own lives.
 express unreal situations in the past.
 integrate grammar contentof previousclasses andusethem in
context.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Phrases: That’s uncalled for! /
what’s going on?
Explaining, acknowledging,
and apologizing
The fact is that……
You have to understand that…
I know that.
I’m aware of that.
I’m sure that’s true.
I’m sorry that……
Let’s forget about it.
N
E
W
Talk about an imaginary
situation referring to a past
action.
Third Conditional

2. Materials
Slides to present while I give my class:
https://docs.google.com/presentation/d/e/2PACX-
1vSlvAdKN8MXckTQfOaSV26z1p6IwMv1scdLWSGgHc3YloNrk9obxvDt_rhatZ-1u3X0e-
RVVYvdZzuV/pub?start=false&loop=false&delayms=3000
Textbook: Move it 4 Pearson (see photos at the end of the lesson)
Procedures
I will greet students and engage in casual conversation. Then, I will
check attendance.
(5 minutes)
I will ask the students if they remember the conversation we listened
the previous class. I will ask: “What was the situation? What was the
conflict? Who was angry? Did Archie have the right to be angry? What
phrase did he useto expresshis anger? How do you say this expression
in Spanish? What did his dad explain? Did his dad apologize? How did
he apologize? What did he say?”
Transition: “Well done, let’s read the conversation again”
(15 minutes)
I will ask students to go back to the conversation on page 92 and
underline the conditional sentences they can find. If they do not
remember what conditional sentences are, I will remind them they are
the sentences withif-clauses. Then, I willask them if they remember the
two typesof conditionalsthey know,whenweuseoneand theother and
how we form them. I will show all this information in a chart on a slide
as they tell me all the information. After that, I will ask them what type
of conditionalsentences the ones from the conversation are. As they do
not belong to any of the types they know, I will tell them they are the
Third Conditional. I will add this type in the chart, but I will ask them to
try to find out when we use the third conditional and try to figure out
the rulesto form it. I will complete chart with this new information and
providemoreexamples: “Itrained. If it hadn’trained, I would havegone
running.” I will ask: “Did it rain? Did I go running?”“I missed the bus. I

3. couldn’t arrive on time. If I hadn’t missed the bus, I could have arrived
on time.” I will ask: “Did I miss the bus? Did I arrive on time?”
Transition: “Well, now open your books to page 93”
Activity 1 : (5 minutes)
I will ask the studentsto complete activity number 2. I will ask: “Which
of these conditionalsbelong to the third type?” After they identify the
Third conditionalsentences, I will ask referringto the first sentence:
“Did the person take the bus? Did s/he walk home?” Then, I will refer
to the third sentence: “Did you fail the test? / Did you work hard?”
“Under what circumstances would these situations have been
different?”
Transition: “Ok, let’s moveonto exercise 3!”
Activity 2: (5 minutes)
Studentswill have to do exercise 3 in which they have to complete the
sentences with the correct form of the verbs usingthe Third
conditional. I will check answersas a class.

4. Transition: “Great! Now, let’s complete exercise 4!”
Activity 3 (10 minutes)
Studentswill have to writeanswersto the questionsusing the third
conditional. The first oneis an example that will guidethem on how
they should answer. Studentswill check the answersin pairsand then
they will read aloud their sentences.
Transition: “Good!Now, let’s play a game!”
Activity 4 (10 minutes)
I will set the following context for the game: “You are very nice people
and love to help others. Whenever you hear that someonehas had a
problem, you expresshow sorry you are for not having been able to
help, and say what would havedoneto help if only you had known!” I
will tell them they had to choose one situation from 1-6 and comeup
with two excuses/ reasons for not having helped. I will tell them that
they should start their sentences with: “If I had known,………”
So, studentswill work in pairswith the samesituation, and they will
have to give two differentreasons/ excuses for not being able to help.
Transition: “Now, let’s recap!”
(5 minutes)

5. I will ask students:
 How do we form the third conditional sentences?
 When do we use the third conditional sentences?
 Can anyone give an example?
______________break_______________________________
(5 minutes)
I will ask students if they are under any kind of surveillance at school
(such as cameras) I will ask how teachers control discipline at school. I
will ask: “Areyou satisfied with the level of surveillancein your life? Do
you think students behave better under surveillance? How would you
feel if you had cameras in your classroom?”
Transition:“Well now,listen to somestudentstalking aboutthis topic!”
Activity 1 : (10 minutes)
Studentswill listen to a recording about the opinion of four
studentswhose school has just had cameras installed in every
classroom. They willlisten and write their opinion in a chart.
Agree? Why?
David
Eleonor
Erik
Anna
Transition: “Ok, now let’s discussthese questions!”
Activity 2: (5 minutes)
In pairsstudentswill discussthe questions they have on page 94:
 Do you think that cameras can help stop problemslike
bullyingand theft at school?

6.  Do you think that cameras are an invasion of your privacy?
 Can you think of other waysto solveproblems like
misbehavior, bullyingand theft?
Transition: “Very good! Now, let’s share your opinions!”
(5 minutes)
Each pair will have aspeaker who willhaveto tell their classmates what
they have discussed. As homework, they will have to read the article
about this topic.
To be completed by your tutor:
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1

7. Visual
organization
X
Coherence and
sequencing
X
Variety of
resources
X
Stages and
activities
X
Scaffolding
strategies
X
Language
accuracy
X
Observations Outstanding!
I´ll be waiting for the recording of this lesson.
Each activity must be described in terms of the following components:
 Timing
 Activity description and instructions as they will be said to
students (include direct speech)
 Scaffolding strategies
 Transition comment to link each stage of the lesson with the next one