Lesson Planning

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO RESIDENTE: Gilda Bosso
Período de Práctica: SecundarioSa
Institución Educativa: Sagrado Corazón
Dirección: Obrero Argentino 86 – Neuquén Capital
Sala / Grado / Año - sección: 1er Año
Cantidad de alumnos: 8
Nivel lingüístico del curso: elemental
Tipo de Planificación: clase
Unidad Temática: Predictions (will / won’t)
Clase Nº: 4
Fecha: 25 de Septiembre de 2017
Hora: 10:00 a 11:20
Duración de la clase: 80 minutos
Fecha de entrega: 22 de Septiembre de 2017
Aims or goals:
During this lesson, learners will be able to:
a) use will / won’t to form sentences about the future.
b) ask and complete predictions about decisions.
d) Make their own predictions about the future and its consequences (fortune-tellers)
Teaching points: Causes and results
Language focus:
Revision Functions Lexis Structures Pronunciation
 Talking about
predictions
Predictions
in the future
I’ll pass my
exams.
I’ll have a dog
and a cat.
I’ll travel around the
world
New  Talking about
causes and results
If I…. I’ll
• Teaching approach or combination of methods / approaches: Communicative Approach
• Integration of skills: Reading, speaking and listening skills will be integrated during the
lesson.
• Materials and resources:
- Worksheets developed by me.
- Game boards, counters and dices.
- A board and some markers.
- Laptop and projector (there’s one in each classroom)
• Pedagogical use of ICT in class or at home: I’ll use the projector installed in the classroom.

2. • Seating arrangement: The desks will be placed in an auditorium shape. They are only eight
students. But today they will be in different patterns during the lesson.
• Assessment: Understanding will be assessed continuously through the lesson, keeping my
attention on students’ reaction to the activities, asking questions, asking them to tell me what
they have to do or if they understand and use the vocabulary and structures for asking and
answering about routines. Also I’ll ask them to answer their partners’ doubts because I realized
that they don’t pay attention when a peer asks for a doubt and they miss the answer and later
they ask the same.
Routine
Purpose: Welcome the students to the classroom and check homework done online.
Timing 5’
I’ll be at the door waiting for them to come from the break. I’ll say hello to each one and I’ll ask
them to sit down in a different position, I mean, next to a different partner. This is to avoid
chatting all the time. In lesson 3 it worked, so I’ll keep on with this strategy.
I’ll make questions about what they have done in their week off. I’ll let them talk about it for
about 3 minutes – in the target language.
Warm-up
Purpose: Recall prior knowledge to recap about predictions.
Timing 10’
I’ll display the following predictions on the board, which are related to those the students had to
do as homework. They are arranged on a Powerpoint presentation.
If I …. / I’ll…
a) Job /school I’ll pass my exams.
b) Family I’ll have a dog and a cat.
c) Travel the world I’ll travel around the world.
I’ll ask them to read their predictions done as homework, taking turns.
Presentation
Purpose: Introduce students to a speaking activity.
Timing: 10’
I’ll ask students to predict on some causes, like:

3. I’ll elicit the answers with the suggestions in brackets.
Transition: Now let’s move on the next step.
Development
Activity #1
Purpose: Introducing first conditional structures, focusing on form and meaning.
Timing: 20’
I’ll display Powerpoint slide #6 – focusing on the structure form of the first conditional sentences.

4. Tch: There’s a cause clause and a result clause, right?
Sts: Yes!
Tch: What tense is used to express a cause?
Sts: Present Simple (expected answer)
Tch: Good! Ok… and to express a result?
Sts: Will miss! (expected answer)
Tch: Great! So, we can say that results are expressed in the same way as predictions, aren’t we?
(This is to relate the use of will in results to what the students have been practicing on previous
lessons, that is predictions)
Sts: Yes!
Tch: Ok, let’s see these sentences. (I’ll display slides 7, 8 and 9 and I’ll read the captions)
Tch: Any doubts about it?
Sts: Yes! (I’ll be ready to explain whatever they need again) or No!... (I’ll move on)

5. Activity #2
Purpose: Talking about causes and results.
Timing: 20’
Tch: Now, let’s work in pairs!
I’ll let them work in pairs to read about the causes I listed on slide # 10 to predict some results.
As soon as the students have discussed possible results, I’ll ask them to complete the worksheet I
made for them.
After telling to the class about possible results, I’ll ask them to write full first conditional sentences
in the second part of the worksheet where I have set the structure to be followed when writing.
1) If I ___________________________, I ___________________________
2) If I ___________________________, I ___________________________
3) If I ___________________________, I ___________________________
4) If I ___________________________, I ___________________________
5) If I ___________________________, I ___________________________
6) If I ___________________________, I ___________________________
Interaction patterns: Teacher – Students // Student – student // Student - class
Skills: Speaking, listening and writing.
Resources: A board, a marker, a laptop to display the Powerpoint presentation and the worksheet
prepared to project on the board.
Closure
A board game!
Timing: 15’
I’ll explain the game procedure to the students and I’ll have three boards ready to group students into
two or three groups, depending on the number of students in the class.
Pair work: Discussion
Cause: eat unhealthy food Result: _______________________
Cause: not study hard Result: _______________________
Cause: drink cola Result: _______________________
Cause: not eat fruit Result: _______________________
Cause: drink alcoholic drinks Result: _______________________
Cause: not have money Result: _______________________

6. If I pass my
exams, …
If I eat lots of sweets,
…
If I eat healthy food,
…
If I don’t study
hard, …
If the weather
is nice at the
weekend, …
If I don’t do
my homework,
my parents …
If I go to Africa
this summer, …
If I don’t pass my
exams, …
If I stay late, I …
If I don’t have
a good
breakfast, …
If I don’t do all
my homework,
my teacher…
If I have a lot
of money, …
If I have a puppy,
…
If I do all my
homework tonight, …
If I go to bed early, …
Procedure:
Students place their counters (coins / rubber) on Start and throw the dice. The player with the highest
number begins the game. Depending on the square they land on, the student has to finish the sentence.
If the answer is correct, they can stay on the square. If not, they have to go back to the square they
were before. The winner is the student who has earned most points.
blue conditional = 1 point
green conditional = 2 points
yellow conditional = 3 points
red conditional = 4 points
orange conditional = 5 points
add extra (2) points for the S who is first to reach Finish
Taken from http://busyteacher.org/7323-if-wish-board-game.html, readapted by me.
Interaction patterns: Student – student
Skills: Speaking and listening.
Resources: A game board per group (3), counters, a laptop to display the game board on the
white board to explain the procedure. and dices!

7. Tch: Ok, guys, well done!!! See you tomorrow!
• To be completed by your tutors:
Lesson plan
component
Excellent
5
Very
Good
4
Good
3
Acceptabl
e
2
Below
Standard
1
Visual
organization
x
Coherence
and
sequencing
x
Variety of
resources –
Learning
styles
x
Stages and
activities
x
Teaching
strategies
x
Language
accuracy
x
Observations Nice lesson, Gilda! You included varied activities. Make sure you
model activities and encourage students to use the target structure
(First Conditional sentences).
Best,
Aure