2nd Journal entry

September 28th

During this class in ninth grade, the lesson was focus on superstitions and the difference between Colombian and English culture. The objective in this lesson was to present the first conditional in a deductive way. The class started asking some questions about what ideas or concepts students had about superstitions and some examples in the Colombian culture. After I got the examples from students, I explained the same superstition but in the English culture (just if there is a difference). For instance: if you see a black cat, you will have good luck (English cilture), if you see a black cat, you will have bad luck (Colombian culture).

Then I explained other examples of superstitions drawing some pictures and the students had to guess if it was a good or bad luck superstition. The next step in my class was that students had to divide in groups of four people; they had to act out two superstitions that i gave them in piece of paper. Finally they had to match some superstitions, the condition and the result, and also they had to discuss if the superstitions were good or bad luck.

I think that students could identify the structure of the first conditional in a deductive way because they were able to produce sentences about superstitions consequences. on the other hand, they could accomplish the objective because they had worked the simple present and future tense before. so it was easy to relate the previous knowledge to the new topic. I tried to provide opportunities to have a student-centred class but in my point of view it was not enough. In addition, I would like to change part of the material because I could use more pictures and visual examples to catch the students attention.

According to the class environment and the students' attitudes I can say that all of them participated actively in the lesson and contributed to explain different superstitions to their partners.