This document provides a lesson plan for a 40-minute English class for 6th year students in Comodoro Rivadavia, Argentina. The lesson focuses on reviewing and practicing mixed conditional sentences for hypothetical situations in the past or present. Key points of the lesson include warming up with a review of conditional sentence types 1, 2 and 3; deducing the form of mixed conditionals; and having students work in pairs to create short conversations using the target structure. The plan demonstrates coherence and sequencing of activities to help students meet the goals of being able to talk about hypothetical situations involving conditions in the past or present.

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: 2
Fecha: 26/09/2018
Hora: 13:00 a 13:40hs
Duración de la clase: 40 minutos
Fecha de primera entrega: 24/09/2018
 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
- Deduce the form of mixed 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 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: whiteboard and markers; printouts; poster
 Pedagogical use of ICT in class or at home: students will use the digital dictionary
Wordreference which they have downloaded to their mobile phones at the beginning of

2. the year.
 Seating arrangement: during the different activities students will be sitting at their desks in
a circle for the lockstep and individual activities and in 3 separate groups for the pair
speaking activity.
 Assessment: I’ll check 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 to each of them, and ask each one how they are, or
about something I know was happening in their lives. I’ll ask them to put their desks facing each
other as if they were at a long house table. 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 15’
Purpose: To review conditional sentence type 1, 2 and 3
Grouping: lockstep
Many students were absent last class so I’ll go a bit backwards by having them review
the uses and forms of conditional sentences 1, 2 and 3 with a quick matching exercise. I’ll
bring strips of paper with examples of each conditional, the uses and the names for each
one. I’ll ask the group – they’re only 6 – to try and match the beginnings and endings of
each sentence, the type of conditional it belongs to and its use. Once they have finished,
we will check they have done it correctly by analysing the sense of each sentence. We
will then paste the sentences, types and uses on a poster to be hang on the classroom
wall for future reference. I will also include alternatives for if and cases of inversion, as we
have already worked with them in the first part of the unit. The sentences will be taken
from previous class materials they are familiar with.
Once they have finished the poster should look like this:
CONDITIONAL SENTENCES
TYPE 1 POSSIBLE SITUATIONS (Present condition + future result)
I’ll lend you £10 provided you pay me back tomorrow.
TYPE 2 HYPOTHETICAL SITUATIONS (Present condition + present result)
I would never get to school on time unless my parents woke me up.
TYPE 3 HYPOTHETICAL IMPOSSIBLE SITUATIONS / REGRETS
(past condition + past result)
Had they followed my instructions, they wouldn’t have got lost.
T: Great work! This poster will stay here so you can consult it whenever you need it. Now
it’s time for you to write.

3. Activity 1 Timing: 5’
Purpose: To further practice conditionals sentences 1, 2 and 3
Grouping: individually.
Once the poster is on the wall, I’ll ask them to think of their own examples and write them
on their folders. I’ll monitor them as they work in case anyone needs my help, and check
each student’s work individually. They will be allowed to use the digital dictionary
Wordreference which they have downloaded to their phones at the beginning of the
school year to look up any unknown word they wish to include in their examples.
T: Excellent job! Now, last class we read a magazine article. Which famous movie stars
did it mention?
Activity 2 Timing: 5’
Purpose: To deduce the form of mixed conditionals (type 2+3)
Grouping: lockstep
I will write on the board two sentences form the article. (In the previous class we could
only analyze the first one, very quickly.)
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.
For each sentence, I’ll ask: “Which one is the condition? Is it a present, past or future
condition? Which one is the result? Is it a present, past or future result? EA: Past
condition and present result.
Then, comparing them with the examples in the poster on the wall, which conditional type
do these sentences belong to? EA: It’s a mixture of conditional 3 and 2. T: Excellent! It’s
a mix conditional. There are other possible combinations.
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
I’ll give them paper and markers to add the type of conditional to the poster.
Activity 3 Timing: 10’
Purpose: To practice the target structure
Grouping: in pairs
I will ask them to form three groups of two and create a short conversation about a
famous movie star and how their acting career would be different had they not
participated in a famous movie. I’ll walk around the classroom in case to monitor their
work. Once they have finished, each group will roleplay their conversation for the rest to
hear.
Closure: Timing 2’
I will say: Great job, kids! What have you learned today? What kind of situations can we
now talk about? 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

4. 1
Visual organization
Coherence and
sequencing
Variety of resources –
Learning styles
Stages and activities
Teaching strategies
Language accuracy
Observations Minimumscore:18 / 30
Score:____ /30