lesson planning

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lesson planning
Alejandra Lopez
Alejandra Lopez
Yemina Nuñez
Mauricio Lucero
Maillen Bonnifazetti
Romina Pallotti Durán
María del Rosario De Munno
 Age: adolescents (16 / 17 years old)
 Context: Urban private school
 Level: Upper Intermediate
 To understand and use conditional statements to give
advice, warn or make predictions.
 To use vocabulary related to food, culture and
 To comprehend and produce the generic structure of
blog entries.
 To become aware of cultural diversity.
Students will be shown a blog entry of a person
living abroad, in England, and find the main
differences described in the text between the English
and Argentinean cultures.
 Blog entry
 Felizmente puedo conducir por Londres, luego de 8 años… ¿Porque tanto
En primer lugar porque el registro argentino no es reconocido como válido en
Reino Unido por lo tanto es necesario tener un registro de la comunidad
europea para poder conducir legalmente.
 ¿Y por que tanto tiempo sigue retumbando la pregunta en mi cabeza?
A veces creo que por elección propia…
Y detallo a saber mis sabias conclusiones:
- Temor a cambiar la derecha por la izquierda, y viceversa. No hace falta ser
ningún estudioso para saber que en Reino Unido y todas sus colonias se
conduce por la izquierda. O sea que hay una nueva variable de dificultades a
resolver, por ejemplo, los cambios hay que hacerlos con la mano tonta por
llamarla de alguna forma, en mi caso la izquierda ya que soy diestra. ¿Será por
eso que en Inglaterra conocí tantos zurdos como jamás en mi vida?
 - Si hubiera manejado antes me hubiera costado muchísimo más dar vuelta mis
sentidos. ¿En todo sentido? Si, probablemente en todo sentido, porque con el
transcurso del tiempo los sentidos se me dieron vuelta casi solitos… valga la
redundancia de sentidos.
 - Por último, miedo a no poder volver a conducir en Argentina si finalmente
lograba conducir en Reino Unido… Desacostumbrarme nuevamente a la
izquierda para retomar mi derecha, suena difícil ahora…
 Source: http://www.sapodeotropozo.com.ar/columnasapo.htm
The stage in a lesson plan where the grammar topic
to be taught and the vocabulary included in the
lesson is specified.
Conditionals Type I
Conditional Sentences are used to express that the action in
the main clause (without if) can only take place if a certain
condition (in the clause with if) is fulfilled.
Conditional Type I “if +present, future will.” Used for predictions or warnings:
E.g: If you meet young people, they will probably use nicknames to call
Some exceptional uses of conditionals relevant to this lesson:
Exception “If + present simple, present simple.” Used to explain the meaning of a custom
(present facts).
E.g: If you say gracias, it means you don’t wish to be served any more mate.
 Exception “If + present simple, imperative in present simple.” Used to give advice (future action).
E.g: “If you are drinking mate, always drink all the mate you are served. If you say gracias, (thank you) it
means you don’t want to be served any more.”
Macarena Pereyra Olazábal and Soledad Olaciregui . Buenos Aires Cultural Tips. Dos and Don’ts. National Geographic. http://travel.nationalgeographic.com/travel/city-guides/buenosaires-cultural-tips
Controlled practice is a stage in a
lesson where learners practice
new language in a limited form. It
can be compared to free practice,
which involves learners producing
language using the target content
 Card game is a useful resource to learn or revise
varied grammatical or lexical topics, in this case
 It can be played by up to six students per group.
 Copy and cut up one set of for each group.
 It will be needed a deck of cards per group (for
cards for each student)
Each student in the group holds four cards.
Half the cards have a conditional and the other half, the
rest of the condition.
If you don’t
You won’t
succeed in life
 The aim is to match each conditional with the second part.
 Shuffle the cards, deal them out equally and put one card face
up on the table.
Each student has to look at the card and tries to find a match
with the card they have.
Once the student finds the match, the place the conditional
card on the table on the right.
If there are no matches, students take turns to move cards
The winner is the first student who gets ride of the four cards.
Students review the cultural differences they
have previously identified between
Argentinians and English people and reflect
upon the meanings of customs and possible
consequences of ignoring such differences.
 Students compose a list of recommendations
for English travellers who are planning to
visit Argentina. They post it as a blog entry
entitled “Useful Tips to get around in
Use of grammatical structures
Sources consulted:
 Examples.
 Blog Entry.
 Exceptions for Conditional Sentences.
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