This lesson plan is for an 80-minute English class for 1st year secondary students focusing on using will/won't to make predictions. The plan includes 4 stages: a routine to welcome students and elicit predictions, a warm-up asking and answering about predictions, a presentation on conditional sentences, and 3 development activities for students to practice the target structure. The plan aims to integrate reading, speaking and listening skills and assesses understanding through interaction and oral production. Materials include worksheets, a projector, and markers. Students will work in pairs and groups to practice asking and answering about predictions.

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: 5
Fecha: 26 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 first conditional sentences.
b) ask and complete predictions about decisions and its consequences.
c) ask and answer about different possibilities in the future.
d) reflect on actions and its future consequences.
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
 Talking about
causes and results
If I…. I’ll
New  Asking and
answering about
actions and results
What will happen if…?
If _____ happens,
• 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
- A board and some markers.
- Laptop and projector (there’s one in each classroom)

2. • Pedagogical use of ICT in class or at home: I’ll use the projector installed in the classroom.
• 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.
Timing 10’
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 and take the worksheets that are face down in their desks.
There will be different pictures to elicit their predictions about some actions answering the
question What will happen if…?.
study hard eat fast food do homework
play sports watch films pass an exam
eat healthy food
go to bed late
solve the problem

3. Warm-up
Purpose: Introducing questions and answers.
Timing 15’
I’ll ask the students to give their opinion about some actions and the possible results in the future.
Tch: Ok, student A tell me… What will happen if I eat a lot of fast food?
St A: If you eat a lot of fast food, you will put on weight!
Tch: Great! Ok, student B tell… what will happen if you don’t pass an exam?
St B: If I don’t pass an exam, my parents will be angry.
Tch: Ouh!!! That’s right!
And I’ll keep on asking with other pictures and cues.
Presentation
Purpose: Introducing students to a writing activity.
Timing: 5’
I’ll ask students to read the example on the worksheet:
We will pass (pass) the examination if we study hard.
Now, let’s pay attention to the rules about forming sentences, emphazising the use of comma
between the clauses.
If + subject + Present Simple+ , + subject + will + infinitive
or
Subject + will + infinitive + if + subject + Present Simple
Development
Activity #1
Purpose: Producing first conditional structures, focusing on form and meaning.
Timing: 10’
Students will have to complete the sentences taking into account the meaning of the other clauses.
Also, the students will have to convey meaning. Third person singular is introduced. I’ll give them a
try to see if they can complete the sentences by their own.
a. If you______________________ (go) to see this film, you will have a good time.
b. If he _______________________ (play) sport, he will live longer.
c. She _______________________ (not be) an architect if she doesn’t go to university.
d. They ________________________ (ring) us if we give them our phone number.

4. e.If we ________________________ (not solve) the problem, we won’t get the prize.
This exercise will be assessed orally, asking the students to read the answers aloud.
Interaction patterns: Teacher – Students // Student - class
Skills: Speaking, listening and writing.
Resources: A board, a marker, a laptop to display the worksheet prepared to project on the board.
Activity #2
Purpose: Writing sentences using cues. Recognizing causes and results / consequences.
Timing: 15’
a. If we (not go) now, we (miss) the bus. If we don’t go now, we will miss the bus.
b. You (be) tired if you (not sleep). _______________________________________________
c. If the Spanish team (get) to the final match, they (be) the World Champions.
_______________________________________________________________________________
d. If you (help) me, I (give) you a lot of money.
_______________________________________________________________________________
e. If we (sing) some carols, they (be) happy.
_______________________________________________________________________________
f. They (read) the whole essay if they (like) it.
_______________________________________________________________________________
This exercise will be assessed orally, asking the students to go to the board and write the answers.
Interaction patterns: Teacher – Students // Student - class
Skills: Speaking, listening and writing.
Resources: A board, a marker, a laptop to display the worksheet prepared to project on the board.
Activity #3
Purpose: Writing sentences using cues. Recognizing causes and results / consequences.
Timing: 15’
a. If we (not go) now, we (miss) the bus. If we don’t go now, we will miss the bus.
b. You (be) tired if you (not sleep). _______________________________________________
c. If the Spanish team (get) to the final match, they (be) the World Champions.
_______________________________________________________________________________
d. If you (help) me, I (give) you a lot of money.
_______________________________________________________________________________
e. If we (sing) some carols, they (be) happy.
_______________________________________________________________________________
f. They (read) the whole essay if they (like) it.
_______________________________________________________________________________
This exercise will be assessed orally, asking the students to go to the board and write the answers.
Interaction patterns: Teacher – Students // Student - class
Skills: Speaking, listening and writing.
Resources: A board, a marker, a laptop to display the worksheet prepared to project on the board.
Closure
Timing: 10’

5. Activity #4
Purpose: Speaking about the pictures used in the warm- up activity. Recognizing causes and results
/ consequences.
I’ll ask students to work in pairs, asking and answering about the pictures. I’ll write these cues to
scaffold them.
Student A:
What / happen / if… ?
Student B: If I don’t do my homework, I won´t go out.
This exercise will be assessed orally, monitoring students’ production.
Interaction patterns: Student - student
Skills: Speaking and listening.
Resources: The worksheet prepared to work on the lesson warm-up.
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 You are providing lots of activities to practise the target structure.
The key aspect that is missing is context.
As regards the closure stage, try to turn it into a game, so as to
enliven the lesson.
Have a great time!
Aure