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
Warm up: The teacher stars
the class asking the
students how was their
weekend. The students
answer some questions
guided by the teacher.
Lead in
Presentation
The teacher sticks some
photographs on the board
related to crime. Ss work in
groups of four by sticking
the cards on the copy .
After that the teacher check
the words they have stuck
and write them on board
The Teacher now elicits the Some students say the
student’s pronunciation words on the board
After that the students copy
the words on the board
Now the teacher asks them
to open the books on page
13. She asks some question
to the learners.
Example
What is the man doing?
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
word related to crime. The
teacher whispers some of
the words related to crime
and the students have to do
the mimicry.
STUDENT’S EXPECTED
ACTIVITY
Ss answer the questions
orally and individually
They look at the cards and
stick the cards on the right
picture.
Then the learners check the
words they stuck and the
teacher copies them on the
board.
The students look at the
picture on the book. They
answer some of the
questions
The Ss do the mimicry
while the rest of the class
try to guess the word
WHY?
To motivate the learners
To arise the Ss’s interest
(five minutes)
To introduce them into the
topic.
To make them familiar with
new vocabulary related to
crime
To recognize the words
(10 minutes)
To elicit pronunciation and
intonation
To arise the Ss’s interest
To introduce them into the
topic.
To identify some of the
words in the presentation
(5 minutes)
To revise some of the
words related to crime
To check comprehension
(10 minutes)
Presentation
Teaching moment
Pre – reading
The teacher asks the
learners to open the books
again on page 14 this time
and asks the students some
questions about what they
see in the photographs.
The students look at the
pictures and say sth about
them.
To give a purpose for
reading
To arise the Ss’s interest
To introduce them into the
topic through an oral task
(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 …………………