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Bridget

Bridget. Practicing the conditional form . Bridget. Bridget is a publicity used by the government of Nova Scotia . The character was created in order to warn male drivers that they should drive safely over that specific bridge 1 2. General information.

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Bridget

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  1. Bridget Practicing the conditionalform.

  2. Bridget • Bridget is a publicityused by the government of Nova Scotia. • The characterwascreated in order to warn male drivers thattheyshould drive safely over thatspecific bridge • 1 2

  3. General information • Target learners/Grade: High schoolstudents Grade 4 or 5 • Title of the lesson: Bridget good or evil • Broad theme of learning: Whatis acceptable in publicities? And the Conditionalform • Purpose : Practice their oral skills, To raiseawarenessuponpublicities and to practice a specificgrammar point

  4. Competencies: C1 C2 C3 • Key features: • C1: debatewithotherclassmates about the publicity • C2: Listen to the audio recordings and discuss about it • C3: Writesome sentences concerning the topic and include the grammarelementsrequired in the sentences

  5. Material • A computer • The recordings of “Bridget’s publicities” • The written form of the publicity. • Some loose sheets of paper.

  6. Functional Language • The following functional conventions were essentially used throughout the debate. • Delay speaking • Asking for help or clarification • Agreement or disagreement • Opinions • Expressions promoting harmonious exchanges and teamwork

  7. Before this specific class. • This learning session was introduced to intensive english groups. Those group had 2 consecutive periods of english. • This is what the students had seen in the previous period: • I introduced the conditional form. • I explained that the conditional form is composed of : an If- clause (If itrains) and a result clause (I'lltake an umbrella). • Finally, I introduced the two following aspects about the conditional form (real and unreal).

  8. Grammarelements • Conditional Form: Present the form in two aspects. • Real conditional: real and possible events in the present or the future. Ex: If it rains, I'll take an umbrella. • Unreal conditional: unreal, improbable events in the present moment or future. Ex: If I had a million dollars, I'd buy a big house.

  9. Procedure

  10. Warm-up • 5 minutes • With the whole class. • Teacher: asks “If you win one million dollars, what would you do with it? • Students: responds to the question. - Most of the students instantly use the conditional form to respond. - Make sure that you expresses how easily they use the conditional form.

  11. Pre-activity • 15 minutes • Whole class • C1 C2 • 1.Teacher: Introduces the topic by referring to other publicities containing violence or sexuality. ( qc gov’s publicity about driver’s courtesy) 2. Provide the written form of the recordings. 3. Play the recordings. 4. Asks the students to react to what they heard. • Students: quickly react and give their opinion. They also have to identify the conditional sentence in the text.

  12. The text • "A heavy foot doesn't flip my kilt. And if you're a tailgater, congratulations, you're also a dirtbag.""I don't care if you are late for work, I don't give a flying fender that you are rushing to the gas station. Your tank is empty and so is your head.“ • …..

  13. Activity • 15 minutes. • Individually • C3 • 1.The teacher splits the class in teams of 4. 2. He gives a role to every team members. • Ad agency: they created the pub, (For the publicity) • Against community: they are against the publicity. • Canadian censorship: they want to modify the publicity. • The governement: they choose within the three commitees. -The teacher should provides examples on the board of conditonal sentences. Ex: If I was part of the ad agency, I would say that... • The students have 15 minutes to write at least 4 arguments using the conditional forms.

  14. Post-activity • 20 minutes • Teams of 4 • C1 • Teacher asks the students to get in teams. • Indicate that they 15 minutes to read their arguments to the other team members. • Students discuss their positions • The government takes a decision and writes down his position using the conditional form.

  15. Wrap-up • 5 minutes • Whole class • The teacher asks all the students representing the government to stand up and read their decision. • Students have a last chance to express themselves regarding what was mentioned.

  16. Conclusion • Very funny and motivating for students. • Interesting way to have them practice the written and oral form of the conditional. • Could be dangerous with a group that needs a lot of discipline. • Requires a lot of attention from the students • Shouldn’t be evaluated: too much interactions.

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