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PLANNING

Subject Methods 2
Student’s name Osvaldo Mammino
Date May 2nd, 2009
……………………………………………………………………………………………

Year 2nd
Level Pre –intermediate
Number of students in the class: 15
Seating arrangement: In rows of 4 (front faced)
Book suggested Ben Wetz (2005) OUP Adventures pre –intermediate
Lesson Unit 2 “Crime” - 2.a Crazy criminals

Assumed knowledge Present simple


Present continuous
Adverbs of manner
Personality adjectives
Simple past of be (was /were)
Simple past of regular and irregular verbs (with action verbs)

Lexical set Vocabulary related to crime

Aims of the lesson By the end of the lesson the students will be able to revise the use
the simple past of regular and irregular verbs by listening and reading through crime
stories, as well as the use of vocabulary related to this topic

Type of Aims
Topic aims Learners know about crazy criminals based on true stories
Learners discuss about crime
Grammar aims Learners practice the use of the simple past of regular and irregular
verbs through stories related to crime.
Learners recognize regular and irregular verbs in the past tense
Communication Aims Learners read and listen about crime stories
Vocabulary aims Learners are introduced the use of words related to crime stories
(e.g.kidnapping, murder, pick pocketing, etc) by matching pictures and words
Function aims Learners know about different situations through criminal short stories
Learner know how to write a confession
Skill aims Learners listen to criminal stories
Learners read about different types of crimes
Pronunciation aims Learners identify the different sound of regular verbs /d/ or /id/
Cultural aims Learners read about crime stories of other country

Sills involved: Reading and listening


TEACHER’S ACTIVITY STUDENT’S EXPECTED WHY?
ACTIVITY
Warm up: The teacher stars Ss answer the questions To motivate the learners
the class asking the orally and individually To arise the Ss’s interest
students how was their (five minutes)
weekend. The students
answer some questions
guided by the teacher.

Lead in
Presentation
The teacher sticks some They look at the cards and To introduce them into the
photographs on the board stick the cards on the right topic.
related to crime. Ss work in picture. To make them familiar with
groups of four by sticking Then the learners check the new vocabulary related to
the cards on the copy . words they stuck and the crime
After that the teacher check teacher copies them on the To recognize the words
the words they have stuck board. (10 minutes)
and write them on board

The Teacher now elicits the Some students say the To elicit pronunciation and
student’s pronunciation words on the board intonation
After that the students copy
the words on the board

Now the teacher asks them The students look at the To arise the Ss’s interest
to open the books on page picture on the book. They To introduce them into the
13. She asks some question answer some of the topic.
to the learners. questions To identify some of the
Example words in the presentation
What is the man doing? (5 minutes)
Why is this mun running?
What has he got in his
hand?
What is the girl taking
from the man’s coat
pocket?

This time the teacher say a The Ss do the mimicry To revise some of the
word related to crime. The while the rest of the class words related to crime
teacher whispers some of try to guess the word To check comprehension
the words related to crime (10 minutes)
and the students have to do
the mimicry.
Presentation
Teaching moment
Pre – reading
The teacher asks the The students look at the To give a purpose for
learners to open the books pictures and say sth about reading
again on page 14 this time them. To arise the Ss’s interest
and asks the students some To introduce them into the
questions about what they topic through an oral task
see in the photographs. (5 minutes)

While reading
The T tells the Ss to read The learners now read the To encourage reading
the paragraph and match text and match the comprehension
the stories with the pictures passages with the pictures To assign a reading task
The Ss do silent reading After the task they check To check comprehension
The teacher monitors them what they matched (5 minutes)
and passes round in case
they need any help
After the reading task is
finished, they check
together (class as a whole)
The teacher guides the Ss’s
answers and asks whether
they agreed or not

Post reading
Systematization
T divides the class in Ss work in groups To revise the use of the
groups of 4 and asks them cooperatively. simple past in context
to find the past simple Then they copy the To give them a purpose for
forms of go, have, look etc. sentences and write the rule reading
in the affirm and neg form of regular verbs in the past To check comprehension
The T isolates some tense. T make Ss infer the (5 minutes)
sentences from the passage rule. Ss complete the rule
and copies them on the B in their folders
T shows the learners the
difference between a
regular verb and an
irregular one, then the T
draws a chart on B

Guided practice
The T gives a handout with Ss follow the teacher’s inst To revise the use of the
an exercise for homework simple past
Gives intructions about END OF THE
how to do it PRESENTATION
BOARD SYNOPSIS

Daniel Mitchem escaped from prision in New Mexico


They didn’t succeed
They ate some chicken and some icecream
Complete
All regular verbs take……….in the past tense”
Irregular verbs ………take the ……in the past tense
We make negative sentences in the past with……………

Example (from the handout for homework)

1.-) Complete the following short stories with these verbs in the correct form
Try – arrest- not succeed

The police………a prisioner in the city. He ………to escape from prison yesterday, but
he …………………