Class 10

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: 10
Fecha: 18/10/2018
Hora: 10:55 a 12:15hs
Duración de la clase: 80 minutos
Fecha de primera entrega: 14/10/2018
Teaching points: Vocabulary related to personal appearance and the media,
conditional clauses types 2, 3 and mixed conditionals; inversion;
alternatives to “if”
Aims or goals:
During this lesson, learners will be able to…
- Check how much they have learnt during the unit development
- Develop their listening, reading and writing skills
Language focus:
Functions Lexis Structures Pronunciation
To be
assessed
- Adjectives and nouns
related to personal
appearance and the
media,
conditional clauses types 2,
3 and mixed conditionals;
inversion; alternatives to “if”
-
 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, reading and writing skills, as well
as on critical thinking (evaluating ideas)
 Materials and resources: whiteboard and markers, laptop, test printout
 Pedagogical use of ICT in class or at home: students will be allowed to use Word reference
in case they finish the test and move on to the second activity
 Seating arrangement: students will be sitting individually
 Assessment: I’ll check students’ comprehension through questions, their answers to the
activities and their written production
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 sit at their desks keeping prudent

2. space among each other so as to get ready for the test. I will also ask them to put everything
away, especially their mobile phones.
Warm up Timing 5’
Purpose: To make sure students understand all the tasks in the test
Grouping: lockstep
I will give each student a printout of the test and ask different volunteers to read the
different tasks. After each task is read I’ll ask questions to make sure they have
understood. I’ll emphasize on the fact that they should read all the sentences to complete in
the listening and reading exercises. For the listening exercise, I will ask them to think the
kind of word or phrase they need: do they need a noun, an adjective, a verb, …?
Activity 1: Written test (60 minutes)
Purpose: To test students command of the structures, lexis, reading and listening
comprehension skills
Grouping: individual
I will begin by playing the audio track three times, allowing approximately 30 seconds
between each time for students to complete. If I see they have too much difficulty
completing the sentences, I will pause the audio shortly at strategic times for them to be
able to complete. (The sentences to be completed are not written as they appear in the
audio, so it’s not a dictation.)
Afterwards, students will continue to work on the other exercises at their own pace until the
end of the class.
TEST KEY
1 Listening
(Audio: https://vocaroo.com/i/s1IHpnosNTGI )
1. politicians: Heather says the group organises petitions and emails politicians directly.
2. political party: Heather says the group is not connected to any political party and they
don’t ask their members which political party they support.
3. donations: Heather says the group doesn’t receive money from businesses or
millionaires. She says their money comes from donations from members.
4. kill bees: Heather says that the group helped to persuade an online company to stop
selling pesticides that have been shown to kill bees.
5. sell fur: Heather says that fur farms in the UK were all closed down over ten years ago.
She says their campaign now wants the government to make it illegal to sell fur.
2 Reading
1. F: The sentence before the gap mentions that George was a natural storyteller. This
sentence gives some details of his story. The sentence after the gap gives more details of
the stories.
2. B: The sentence before the gap mentions that it was quite easy to keep up the
deception. This sentence explains why people were taken in. The sentence after the gap
reinforces the point, saying that no one suspected he was lying.
3. C: The sentence before the gap mentions a writer. This sentence describes what the
writer did and gives the title of the book he wrote. The sentence after the gap refers back to
the book, saying that it sold well.
4. A: The sentence before the gap mentions that an old colleague realised that the stories
were fake. This sentence explains that he contacted a journalist. The sentence after the
gap continues the story, explaining what the journalist did.
5. E: The sentence before the gap says that the publishers had the republish the story as a
work of fiction. This sentence explains that people still wanted to read the book. The
sentence after the gap explains why.

3. 3. VOCABULARY
1. airbrushed: To airbrush a photo means to make small changes to it to improve its
appearance.
2. pinch: If you take something with a pinch of salt, you do not completely believe it.
3. far-reaching: Something that is far-reaching has great influence or effect.
4. authenticate: To authenticate something means to prove that it is genuine or authentic.
5. digitally: If a photo is digitally improved, it is improved using a computer.
6. stony-faced: If someone is stony-faced, they look very serious and do not smile.
7. fake: Something that is fake is not real or genuine.
8. imperfections: Imperfections are small faults in something which make it not quite
perfect.
9. value: If you take something at face value, you accept it as it first appears, without
questioning it.
10. deceive: To deceive someone means to tell them something that is not true.
GRAMMAR
Exercise 4
1. Had you not: We don’t contract negative forms in inversions. This is a correct inversion
for a Third Conditional sentence.
2. Imagine: We use imagine to ask questions about hypothetical situations.
3. Should: Should has a similar meaning to if.
4. unless: Unless means the same as if not.
5. were I not: We don’t contract negative forms in inversions. This is a correct inversion for
a Second Conditional sentence.
6. Imagine: We use imagine to ask questions about hypothetical situations.
7. providing: Providing means the same as if.
8. Supposing: We use supposing to ask questions about hypothetical situations.
9. Had: This is a correct inversion of a Third Conditional sentence.
10. Should you: We can use should to mean if.
Exercise 5
1. (a) hadn’t started: We use the Past Perfect in an if clause to refer to an imaginary
situation in the past.
(b) wouldn’t be sitting: We use would be + -ing form in a result clause to talk about an
imaginary situation in progress in the present.
2. (a) wasn’t: We use the Past Simple in an if clause to refer to an imaginary situation in the
present.
(b) would have admitted: We use would have + past participle in a result clause to refer to
an imaginary situation in the past.
3. (a) had been: We use the Past Perfect in an if clause to refer to an imaginary situation in
the past.
(b) wouldn’t be having: We use would be + -ing form in a result clause to talk about an
imaginary situation in progress in the present.
4. (a) would have offended: We use would have + past participle in a result clause to refer
to an imaginary situation in the past.
(b) took: We use the Past Simple in an if clause to refer to an imaginary situation in the
present.
5. (a) would give: We use would + infinitive in a result clause to talk about an imaginary
situation in the present.
(b) hadn’t told: We use the Past Perfect in an if clause to refer to an imaginary situation in
the past.

4. NAME: _______________________________ DATE: ___________________
ENGLISH TEST
Contents:  Vocabulary related to personal appearance and the media
 Conditional clauses types 2, 3 and mixed conditionals; inversion; alternatives to “if”
 Listen to a talk about a campaign group. Complete the sentences with a word or short
phrase.
1 The group sometimes contacts ____________________ directly by
email.
2 The group doesn’t care about which _________ ___________
their members support.
3 The only money the group gets is from members’
____________________.
4 Because of the group, pesticides which _________ _________ are no longer sold by one
online seller.
5 One campaign wants the government to introduce laws so people can’t __________
_________ in the UK.
 Read the text. Choose from the sentences (A–F) the one which fits each gap (1–5). There
is one extra sentence.
THE MAN WHO WOULDN’T TALK
During World War Two, George Dupré worked for Canadian intelligence. For much of the war,
he worked in an office in Winnipeg, Canada, although he was sent to Britain later in the conflict.
When he returned to Canada after the war, people were naturally interested in hearing about
what he had done. George was a good storyteller and he slowly started to exaggerate his role in
the war so that his stories became more and more sensational. (1) _____ Eventually, he had been
arrested by the Germans, who had recognised his importance to the war effort. They had tortured
him for information but George was strong and brave. He had refused to tell them anything. He was
the man who wouldn’t talk.
Once George started, he had to keep up the lie, no matter how far-
fetched the story became. It proved to be quite simple to keep up the
deception. (2) _____ No one suspected that his stories were invented.
News of George’s heroism quickly spread. A writer, called Quentin
Reynolds, had the idea of writing a book about George. (3) _____ The story
proved popular, but perhaps it should have been called ‘The Man Who
Talked Too Much’.
The book caught the attention of one of his wartime colleagues who
realised that George had been in Winnipeg at the time many of the book’s
events took place. (4) _____ He arranged to meet George, claiming that he
too had worked for Canadian intelligence in Europe. He then tricked George
by making up some names of important intelligence agents working in
France at that time. George was completely taken in and claimed he had known the same people.
When the story broke, the book’s publishers were forced to republish the story as a work of
fiction. Quentin Reynolds joked that he had written his first novel. (5) _____ It was such a good
story that people still enjoyed it, even though they knew it wasn’t true. It also helped that George
hadn’t invented the story for personal or financial gain. He gave away any money he earned from
the book, even before the truth was revealed. He was just a normal person who had got carried
away. As he said himself, the story just grew on him.

5. NAME: _______________________________ DATE: ___________________
A He spoke to a journalist, who had an idea to uncover the truth.
B When some details seemed vague, or he seemed to contradict himself, people just blamed
it on the fact that he had suffered so much for his country.
C He arranged to meet George and, a few years later, wrote a book about him entitled The
Man Who Wouldn’t Talk.
D Some people, however, always doubted George’s story.
E Surprisingly, however, the book remained popular.
F He told his fascinated listeners about how he was sent to France to work undercover.
Complete the sentences with the words from the word bank. There’s one extra word.
imperfections pride authenticate far-reaching stony-faced
pinch fake digitally deceive airbrushed value
1. I’m sure this photo has been _________________ – she doesn’t really look that good!
2. I always take Steve’s stories with a _________________ of salt!
3. The new law will have very _________________ effects.
4. An expert from the museum looked at the painting to see if he could
_______________ it.
5. Old photos can be _________________ improved to make them look more
modern.
6. I thought the joke was funny, but everyone else was _________________.
7. Most of the artworks turned out to be _________________, so they weren’t
worth anything.
8. Nobody has perfect skin – everyone has _________________.
9. You shouldn’t take everything you read in the newspapers at face _________________.
10. You should always tell the truth – it’s wrong to _________________ people.
Circle the correct option.
1. Hadn’t you / Had you not agreed to our request, we would have had to look for another
solution.
2. Imagine / Provided you could rewrite one historical event, which one would you choose?
3. Should / Unless you require any further assistance, please don’t hesitate to call our centre.
4. My dog never sleeps during the day, supposing / unless she’s really tired.
5. I would never allow them to go were I not / weren’t I sure it was
completely safe.
6. Imagine / Provided you were a famous actor, would you enjoy reading
popular newspapers?
7. We’ll lend you the money providing / unless you prove you can pay it back.
8. Supposing / Should they had caught you, what would have happened?
9. Had / Would you been late, we would have had to start the meal without you.
10. Were you / Should you find my purse, could you call me?

6. NAME: _______________________________ DATE: ___________________

Complete the sentences with the correct form of the verbs in brackets.
1 1 If you (a) ____________________ (not start) an account on the dating site three months
ago, we (b) ____________________ (not sit) here together right now!
2 2 I know she’s an imposter. If she (a) ____________________ (not be) an imposter, she
(b) ____________________ (admit) the obvious mistake she made when we first met!
3 3 If you (a) ____________________ (be) completely honest with me then, we (b)
____________________ (not have) this unnecessary argument right now.
4 4 That remark he made yesterday (a) _____________________ (offend) you a lot more if
you generally (b) ____________________ (take) a bit more pride in your football club. But
I know you don’t.
5 5 I’m sure they (a) ____________________ (give) him the leading part in the play even
now if he (b) _____________________ (not tell) them he was moving to London.

7. Activity 2: Timing: 10’
Purpose: To further develop writing of opinion essays
Grouping: individual
Once they have finished the test, or if a student finishes the test earlier – which is very
likely to happen for many of students, I will ask him/her to continue working on the opinion
essay they started in class 8. They were supposed to finish it at home and give it to me in
class 9. I will give them the first draft back with my corrections for them to rewrite it taking
my feedback into account. They will finish the second draft at home if necessary.
Closure: Timing 2’
T: Great work! Tomorrow I will have the tests checked, so we will see how you did and
what we need to review. See you tomorrow!
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