The document provides a lesson plan for a secondary school English class on relationships and friendship. The plan aims to teach students about using the second conditional to talk about imaginary situations. Key points include watching a video about gender inequality, completing lyrics to the song, explaining and providing examples of the second conditional structure, and several paired and group activities for students to practice using the second conditional in speech and writing. The plan concludes with homework assigned from the workbook.

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO RESIDENTE: María Fernanda Saboy
Período de Práctica: Nivel Secundario
Institución Educativa: Instituto Modelo Viedma
Dirección: Maestro Chirinos 795 - Viedma
Sala / Grado / Año - sección: 3er.Año
Cantidad de alumnos: 30
Nivel lingüístico del curso: Intermediate (B1)
Tipo de Planificación: Clase
Unidad Temática: Relationships/Friendship
Clase Nº: 4
Fecha: 05/6/2019
Hora: 09:00 a 10:20
Duración de la clase: 80’
Fecha de primera entrega: 02/06/2019
 Teaching points: Second conditional to talk about imaginary or unreal
situations.



 Aims or goals: 
- During this lesson, learners will be able to:
. Talk/Speak about improbable events in the future.
. Develop their writing and speaking skills.
. Develop their listening and reading skills.
 Language focus:
LEXIS FUNCTION STRUCTURE PRONUNCIATION
REVISIO
N
Common
verbs (come,
go, bring,
study, have)
Talk about
probable
events and
their
consequences.
If + Simple
present,
will/won’t +
bare infinitive
/əʊ/ won’t
NEW Relationships Write/Talk Second /wʊd/ would

2. /Friendship about
imaginary/imp
robable events
in the present
and future
conditional
 Teaching approach: Communicative approach.
 Integration of skills: What skills will be integrated and how?
Listening: while the students listen to the recordings.
Reading: they have to read the information in order to do the
activities.
Writing: they have to write sentences using the second conditional.
Speaking: they have to speak in order to do some of the activities.
 Materials and resources: whiteboard, CD player, textbook, OHP, pen
drive, YouTube video.
 Pedagogical use of ICT in class or at home: I will download the video
from the Internet. 
 Seating arrangement: whole class while explaining and listening. Pairs
when checking the activities. Groups when doing the last activity.
 Assessment: what will be assessed and how:
I will pay attention to pronunciation, in order to correct serious
mistakes. I will pay attention to their fluency, and I will take account of
grammar mistakes for the future. 

Routine – 2’
Purpose: To establish rapport with the students.
I will enter the class and greet students:
T: ”Hello everyone, how are you today?”
Ss: “Fine, and you?”, “Very well, thank you”, “I’m OK”
T: “Great. Could you tell me the date, please?”
Ss: “Yes” “June the fifth” “The fifth of June”
T: “Ok, today is the fifth of June”
(I will write the date on the whiteboard)
Warm up – 5’
This time I thought about watching a video. It is about a song by Beyonce, that
deals with the topic of inequality between girls and boys. The girl is jealous of
her boyfriend and she imagines what would happen if she were a boy for a day.

3. T: “Last class we were talking about relationships and friendship”
Ss: “Yes”
T: “Do you think that men and women are treated differently?”
Ss: “Yes” “No”
T: “Why do you think that?”
Ss: “Men have better jobs” “Women are bullied by men” (Surely, students will
come up with many ideas.)
T: “Do you think that women have the same rights as men?”
Ss: “Yes” “No”
T: “Today we’re going to watch a song video about a couple” “It seems they are
having some troubles in their relationship”
Transition: “Are you ready to watch the video?”
Presentation – 15’
Purpose: To provide a context for the teaching points (Second conditional.) To
develop their reading and listening skills
T: “I’ll give you handouts with the lyrics of the song” “First, we’re going to watch
the video and listen to the song” “Do you understand?”
Ss: “Yes teacher”
T: “Then, we’re going to listen again” “This time you have to fill in the blanks
with the words that you have at the beginning” “Is it OK?”
Ss: “Yes!”
Link to the video (5’):
https://www.youtube.com/watch?v=AWpsOqh8q0M
First, I will write on the blackboard some expressions that students may not
know yet, for example:
- chase: run after
- stick up for someone: support somebody
- take someone for granted: not appreciate someone, treat in a careless or
indifferent manner.
Handout (Lyrics):
IF I WERE A BOY
As you listen, complete the lyrics with these words:

4. morning – understand (2)– lose (2) – someday - everyone – know (2) – were –
had got (2) - swear (2) – little – taken – girls – alone – forgive – care – wrong –
never – just - faithful
Song:
Intimacy
Honesty
Commitment
You, me, us
If I …………….a boy
even just for a day
I’d roll outta bed in the …………………..
and throw on what I wanted then go
drink beer with the guys
and chase after …………….
I’d kick it with who I wanted
and I’d ………………. get confronted for it
´cause they’d stick up for me.
If I were a boy
I think I could…………………………..
how it feels to love a girl
I ………………… I’d be a better man
I’d listen to her
´cause I ……………………how it hurts
when you ………………..the one you wanted
´cause he’s taken you for granted
and everything you…………. …………..destroyed
If I were a boy
I could turn off my phone
tell……………………. it’s broken
so they’d think
that I was sleeping……………………
I’d put myself first
and make the rules as I go
´cause I know
that she’d be ……………………..
waiting for me to come home
(to come home)
If I were a boy

5. I think I could…………………..
how it feels to love a girl
I ……………….. I’d be a better man
I’d listen to her
´cause I ……………….how it hurts
when you ………………..the one you wanted
´cause he’s taken you for granted
and everything you ………… …………destroyed
It’s a……………………. too late
for you to come back
say it´s just a mistake
think I’d ……………………you like that
if you thought I would wait for you
you thought……………………...
But you’re …………..a boy
you don’t understand
yeah you don’t understand
how it feels
to love a girl………………
you wish you were a better man
you don’t listen to her
you don’t…………………… how it hurts
until you lose the one you wanted
´cause you’ve ……………….her for granted
and everything you had got destroyed
but you’re just a boy.
T: “Did you like the video?”
Ss: “Yes” “No”
T: “Could you complete all the words?”
Ss: “Yes” “So, so” “I couldn’t”
T: “Please, who wants to read the first verse?”
S1: “If I were a boy………”
I will do the same with the following stanzas. Then I will question the learners
about the content (or message) of the song.
T: “What do you think the video is about?”
Ss: “It’s about a couple” “It’s about a girl and a boy”
T: “Very good. It’s about a couple. But, do you think the girl is really a
policewoman?”
Ss: “Yes” “No” “The boy is a policeman”

6. T: “Why is she sad?”
Ss: “Because the man (or boy) was with another woman”
T: “Does she think that men and women are different?”
Ss: “Yes”
T: “Do you think that she likes that situation?”
Ss: “No, she doesn’t”
T: “And, what do you think? Do you think that men and women are treated
differently?”
Ss: “Yes” “No”
T: “Very well, so she imagines that she’s a policewoman” “The situation is in her
head, it’s an imaginary situation”
T: “Today we will talk about imaginary situations, or events that will probably not
happen, do you understand?”
Ss: “So, so” “I don’t understand”
T: “For example, If I won the lottery, I would buy a new house” “If I had more
money, I would travel a lot”
Ss: “OK. Now we’re going to listen to two friends, Raj and Kim, talking about
what they would do if they were parents” “Let’s open your books at page 43 and
have a look”
Transition: “Are you ready? OK, let’s listen to the dialogue
Development:
Activity 1 – 10’
Purpose: To develop students’ listening skills. To provide a context for the new
structure (Second conditional.)
DIALOGUE:
Raj: It’s a shame you couldn’t come to the film. It was terrifying!
Kim: You know my parents. If I had kids, I wouldn’t be so strict, I’d be much
more easy-going.
Raj: I’m not so sure.
Kim: So what about you? What would you be like if you were a parent?
Raj: If I was a dad, I’d be quite strict, I think. It’s a big responsibility!
After listening, the learners have to complete a grammar explanation table
similar to the one they completed the previous lesson.

7. SECOND CONDITIONAL
Use:
To talk about unlikely or imaginary situations in the present or future and their
results.
Form:
If + past simple, ……. would / ………… + infinitive.
The contracted form of “would” is …………………
Questions and short answers:
……………….+ I / you, etc + infinitive + if + past simple.
Yes, I would / No, she wouldn’t.
T: “Well, have you finished? Who wants to read the answers?”
S1: “Wouldn’t” “The contracted form of “would” is ‘d” “Would”
T: “Very well”
Now I will proceed to explain the structure. I will draw two columns on the WB,
like this:
If - clause (Condition)
(If/Unless + Past Simple)
If I had kids, …………
Unless they studied hard, …
If I were president, ……………..
If I won the lottery, ……………….
If the world was flat, ……
Main clause (Consequence)
(Would / might / could) + infinitive
…(I’d be quite strict.)
…(I wouldn’t let them go out.)
…(I would reduce taxes.)
…(I’d buy a new house.)
…(we would fall off!)
I could complete the second line (in red), after completing the examples. I will
make students reflect upon the verbs that we use in each clause. I will explain
that the Second conditional is used to talk about imaginary events that are
unlikely to happen.
T: “Now, please tell me, which verb tense do we use in the first part of the
sentence?”
Ss: “Past simple”
T: “Very good. And in the second part (or the result clause)?”
Ss: “Would” “Wouldn’t”
T: “Excellent. So, we use the Second conditional to talk about situations that are
imaginary or improbable in the present or future. Do you understand?”
Ss: “Yes” “No” etc

8. Now, I could take some examples from the song (or ask students.) I will also
remind students that, as with the first conditional, we can change clauses
without changing the meaning.
Examples:
- If I were a boy, I could understand how it feels to love a girl.
- If I were a boy, I’d roll outta bed in the morning.
- If I were a boy, I’d put myself first.
T: “Ok. Excellent”
Transition: “Now, we’ll continue working with your textbooks.”
Activity 2 – 10’
Purpose: To develop students’ writing skills. To do controlled practice of the
new structure.
T: “Now, please go to exercise 3. There you have to match the beginning of
sentences with their endings, right?”
Ss: “Right” “Yes”
PRACTISE
Match the two parts of the sentences.
1 – If I was a parent, …d….
2 – My kids would have to do housework…………
3 – I wouldn’t let my kids have a house party……….
4 – If their friends invited them to go on holiday ………..
5 – They couldn’t go out at night …………..
6 – If we went shopping, …………..
a – I wouldn’t let them choose their clothes.
b – if they wanted pocket money.
c – unless they came home before 10 pm.
d – I’d be very strict.
e – unless I was there.
f – I’d tell them they couldn’t go.
Sentence 1 is already done in the book as an example.
After 2 or 3’:
T: “Have you finished?”
Ss: “Yes teacher”
T: “Now, I’d like you to read the answers. Who wants to read number 2?”
S1: “My kids would have to do housework if they wanted pocket money.”

9. T: “Very good”
(and so on, until we finish checking the activity.)
Activity 3 – 10’
Purpose: To develop their writing skills. To further expose the learners to the
structure.
T: “Well, tell me, are the previous sentences true for you? Do you agree with all
the ideas?”
Ss: “No, I don’t” “Yes, I do” etc.
T: “I’d like you to change the sentences so that they become true for you. Do
you understand?”
Ss: “Yes” “No”
T: “Well, I’ll give you an example” “If I was a parent, I’d be quite easy-going”
“Ready”
Ss: “Yes”
While the students are working I will walk around monitoring the activity and
helping students with the vocabulary.
After 5’ minutes or so:
T: “OK. Have you finished? Who wants to read the first sentence?”
S1: “If I was a parent, I’d be very patient.”
T: “Very good! Who will read number 2?”
We will continue till they finish reading.
T: “Well, have you finished?”
Ss: “Yes”
Now I will play the recording for the learners to check their answers.
Activity 4 – 10’
Purpose: To consolidate the structure.
I thought about doing an online activity. Students have to access this site:
https://www.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Seco
nd_conditional/The_second_conditional_sk6436db

10. There they have to complete a series of exercises with the second conditional.
After completing the activity, they have to press the “Finish” button to be able to
see their mistakes and their score (or mark).
Closure – 2’
T: “Well, that is all for today. You were really very good.”
Homework – 10’
As homework, the local observer always gives them the corresponding
exercises from the workbook. I will explain what they have to do for next class.
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