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Mock Class

Mock Class

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Published by: letícial_3 on Sep 24, 2012
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Lesson: Second Conditional Objectives: - Propose the use of hypothesis as a rhetorical construction as a means of contextualization - Explain and fixate

the main structure concerning the second conditional (Example: If I… I would…) - Explore the vocabulary regarding animals and the animal kingdom in general (specific to the correspondent chapter of the course book) Class configuration: 1st moment: Warm-up + vocabulary - Introduction: Students and teacher introduce themselves to each other (in this moment, the teacher can access how fluently the students are able to express themselves and how to best approach the subject of the class, as far as complexity and language). - White board activity: Five words are presented on the board, but their letters need to be rearranged in order to form them correctly (EKNAS OFLW ALILOGR NLOI KRASH). The students are told the words refer to animals. The teacher splits the class into two groups and they take turns to guess the words, until all of them are deciphered. The teacher asks the students to name some other animals and also suggest some of them. 2nd moment: The formal explanation - The teacher keeps the names of the animals in one vertical column, which afterwards receives the title “I see a…” and the other column, which is now blank, receives “What do I do?”. The students give their input on the matter, as how they would react to facing those animals unarmed. The second column is completed. - The teacher explains the concept of hypothesis (which in the previous exercise was fully utilized), organically approaching the formal structure used to express hypothesis properly in the English language. The formal structure is explained, carefully specifying which tense of the verb is utilized after the “if” and which one comes after the “would” and so on. The teacher must also explain the possible contractions of the verb “would”. - The teacher asks the students to apply the formal structure to the columns filled previously (Example: “I see a… snake” “What do I do? I run away” = If I saw a snake, I would run away). Also, the teacher should try some variations as far as the subject of the phrase, the verbs, the scenarios, etc. 3rd moment: Open the book - After the structure is fairly familiar to the students, the book is opened, as the quiz presented in the first page of the chapter is already making use of the conditional. The students answer the quiz and the teacher proceeds to the listening exercise, as specified in the teacher’s book. 4th moment: Directed exercises - The teacher creates different situations and asks the students to complete the sentences written on the board regarding the lesson they have just been introduced to. It is possible to establish different scenarios with the input of the students as well. The students apply the structure in their discourse, as the teacher writes it on the board. - The teacher writes situations on the board and asks the students to, in pairs, discuss among themselves what would be done and then report it to class, along with their main motivations. 5th moment: Fixation - The students are assigned exercises to do at home. An essay on a theme of their choice, which should make use of the second conditional structure, might also be interesting. Hypothesis situations are a very interesting resource, as they channel creative and imaginative solutions and attitudes. A list of farfetched situations to be dealt with might also prove very effective as a mean to evaluate the students’ interests and concerns, which enables the teacher to progress into a more focused and personalized approach, as well as to fixate the structure learned in class.

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