This document provides a lesson plan for a 40-minute English class for 6th year students at a secondary school in Comodoro Rivadavia, Argentina. The lesson plan aims to teach students about mixed conditionals for hypothetical situations in the past or present. It includes aims, language focus on functions, lexis and structures, teaching approach using the PPP model, integration of skills, materials, use of ICT, seating arrangement, and assessment. The lesson consists of an opening routine, warm-up activity, two main activities analyzing conditional sentences and their forms, and a closing wrap-up.

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: 1
Fecha: 24/09/2018
Hora: 14:20 a 15hs
Duración de la clase: 40 minutos
Fecha de primera entrega: 22/09/2018
 Teaching points: mixed conditionals for hypothetical situations in the past or present
 Aims or goals:
During this lesson, learners will be able to…
- Review conditional sentences type 0, 1, 2 and 3 and their uses
- Learn how they can combine conditional clauses 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,
Conditional sentences
types 0, 1, 2 and 3
would
New Talk
hypothetical
situations in
the past or
present
Screen character, part,
fictional,
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: magazine article from the coursebook Focus 4, unit 6, Pearson;
whiteboard and markers; overhead proyector and speakers; printouts; poster
 Pedagogical use of ICT in class or at home: I will send the audio of the short story to the

2. group’s whatsapp chat group for them to listen and further practice pronunciation, fluency
and intonation, especially for the end of the reading assessment. Students will also be
able to consult a digital dictionary on their mobile phones in the last activity.
 Seating arrangement: during the different activities students will be sitting individually at
their desks
 Assessment: I’ll check that 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. As they are only 6, and someone is usually absent, I
usually take the time to kiss each of them on the cheek, and ask each one how they are, or
about something I know was happening in their lives. I’ve found they are more eager to work if I
personalize the greeting.
I’ll ask them to put their desks facing each other as if they were at a long house table. They are
usually scattered around the room and that makes them lose focus. 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.
Warm up: Timing 5’
Purpose: To have students remember the unit topic and what we were working on last
class, to review conditional sentence type 3
Grouping: lockstep
We haven’t had real classes for almost two weeks (preparing for student’s week), so I’ll
write on the board the words THE IMPOSTER and ask them: Do you remember what we
were reading about last class? EA: Yes, we read about a boy who disappeared and years
later a young man lied to the family saying he was their son.
T: Exactly. How did he do that? EA: He changed his hair colour, copied the way he
talked, ….
T: Right. And how did they finally find out he was an imposter? EA: Because an
investigator realized his ears didn’t match.
T: That’s right. Did the family believe the investigator? EA: No, they didn’t.
T: So, what happened in the end? EA: The man couldn’t keep up with the lie. He was
sentenced to 6 years in prison.
Great! What do you think would have happened if he had continued with the lie? SA: He
would have continued living as their son. We are speculating about the past. This is what
we do in conditional sentences type 3, remember? EA: Yes.
Activity 1 Timing: 15’
Purpose: To show the grammar point in use, to
deduce the form
Grouping: in pairs
I will ask the students to open their course books at
page 88 and have a look at the pictures that
accompany the article. Who are these actors? What
kind of movies have they stared in? What do you
think of their performances? Look at the title of the

3. article? What do you think the text will be about? Do you think both actors liked the parts
they played? EA: Varied.
Then, I’ll ask the students to read the article in pairs and discuss if their predictions were
correct or not.
Activity 2 Timing: 15’
Purpose: To deduce the form
Grouping: in pairs
Then, I’ll ask them to read the conditions and results below the text. Which situations or
conditions are in the present? Which ones are in the past? Look at the results. When do
they happen? I will ask them to reread the text and match the conditions and results
according to the information in the article. Students will compare answers.
Finally, I’ll ask them to match the conditional sentences in blue in the article with the
conditions and results just matched.
I will write the sentences in blue from the text on the board and ask the students to
analyze them:
If Daniel hadn’t played the part of Harry Potter, he wouldn’t be one of the richest young
stars in cinema today.
Robert wouldn’t be so mega-famous if he hadn’t played the role of Edward Cullen.
T: Did Daniel play the part of Harry Potter? Is he one of the richest young stars in cinema
today? EA: Yes.
T: Then, we can say we are talking about a hypothetical situation. But in this case the
condition is in the past and the result is in the present. What tenses do we use in the
condition and which one in the result? EA: We use past perfect in the condition and would
+ infinitive form in the result. I will write the tenses under the sentences:
If Daniel hadn’tplayed the part of Harry Potter, he wouldn’t be one of the richest young stars in cinema today.
Pastperfect presentconditional (would + infinitive)
Robertwouldn’t be so mega-famous ifhe hadn’t played the role of Edward Cullen.
presentconditional (would + infinitive) Past perfect
T: Excellent! Now, please copy this on your folder.
Closure: Timing 2’
I will say: Great job, kids! What have you learned today? EA: That we can talk about an
imaginary situation with the condition in the past and the result in the present. T: Great!
Next class, we’ll continue working on this. See you!
Lesson plan component Excellent
5
Very Good
4
Good
3
Acceptable
2
Below
Standard
1
Visual organization

4. Coherence and
sequencing
Variety of resources –
Learning styles
Stages and activities
Teaching strategies
Language accuracy
Observations Minimumscore:18 / 30
Score:____ /30