Rebecca Hughes Rebecca Hughes

Observation lesson 13/8/16
Upper Intermediate 2 level


In this lesson, students will look at a newspaper article about witnesses. They will focus on the pronouns being used in the article. After, students will focus on using the -ing form and infinitive to create sentences about remembering or forgetting situations. Next, students will learn some vocabulary linked with crime. They will then use what they have learned in various real life situations.


Abc Running dictation HO
Abc Gerund and infinitive review board game
Abc Verb ho
Abc Discussion questions
Abc Discussion cards
Abc Crime vocab table
Abc Court room role play

Main Aims

  • To provide gist and detailed reading practice using a newspaper article about witnessing a crime.
  • To provide clarification of crime in the context of real life situations.

Subsidiary Aims

  • To provide review of -ing form and infinitive in the context of remembering and forgetting
  • To provide accuracy when speaking using the vocabulary learned.


Context Setting (5-7 minutes) • to create a context of the lesson by discussing remembering and forgetting situations

Students will be put into pairs and will have a set of discussion cards each. They will keep the cards face down on the table, and one person at a time will pick it up and ask their partner the question. They will compare answers, then share their partner's answers with the class.

Running dictation (4-6 minutes) • To build imagination using a short passage of the newspaper article.

Students will be handed the sub heading of the article. They must decide what the article is about and why.

Reading for gist (2-4 minutes) • To check their answers from the previous task

Students will read the text and decide if they were correct in the running dictation task.

Detailed reading (5-7 minutes) • To answer true or false questions about the text

Students will first read the statements, then they will look in the text to answer whether it is true or false. After, they will compare answers in pairs, giving justification.

Review of -ing and infinitive rules (15-20 minutes) • To review the rules of using the gerund and infitintive

Review the rules by eliciting the rules from the previous lessons. Ask students to give example sentences for the rules they remember. After, in pairs, play the game using the rules. Use delayed error correction for any incorrect sentences.

Finding the difference (6-8 minutes) • To be able to compare two sentences and find the differences.

In pairs, look at the two example sentences in the book. Talk to eachother about the differences between the sentences. Compare answers, then give WCFB.

Rules (4-6 minutes) • To find the grammar rules using the example sentences.

Keep the answer key on the board. Ask students to match the rules, when finished, compare their answers with their partners. Ask for justification during WCFB.

Speaking with fluency (3-5 minutes) • To be able to listen and hear sentences said at a natural speed

Students listen to the recording. They then repeat (using drilling) in a fluent tone. Make sure the are linking words correctly and not pronouncing any silent letters as to have a more natural fluency.

Practice (4-6 minutes) • Students complete the fill in the gap exercise

Ask students to complete exercise 6A in the student book. Compare answers in pairs. During WCFB, ask students to refer back to the rules to justify.

Practice (8-10 minutes) • To be able to use the gerund and infinitive in a real life situation

Students are given a sheet with different questions. They must discuss these questions in detail using the rules they have learned. Use delayed error correction during WCFB.

Crime brainstorm (3-5 minutes) • To elicit any background knowledge about crime

Ask students to discuss any vocabulary they have learned in the past about crime. Tell their partners. If their partner doesn't know a word, ask them to explain. WCFB.

Eliciting the vocabulary (4-6 minutes) • Elicit the vocabulary

Ask students a series of questions such as, What do we call someone who steals from a shop? What do we call someone who does graffiti? See what the students may know already. After. have students use a dictionary to check any vocabulary they don't know.

Controlled practice (5-7 minutes) • to be able to use the vocabulary inside a sentence.

Students complete the fill in the gap exercise (7). Check their answers in pairs and WCFB.

Crime vocab table (8-10 minutes) • to know the verb and name of the person who commits different crimes

Fill in the table as much as possible without using a dictionary. Work as a group to fill in as much as possible. After they are unable to fill in any more, then allow them to use a dictionary to fill in the rest.

What would you do? (8-10 minutes) • Discuss different circumstances and compare answers

Students are given a worksheet with different situations and questions. They discuss their answers and compare them with their partners. Look for similarities and differences. Allow students to debate their answers during WCFB.

Courtroom role play (20-22 minutes) • To use the vocab learned in a real life situation

Students are put into a big group of 5. They are each given 2 cards of a crime they have committed each. They are given a couple minutes to think of the circumstance and why they committed the crimes. One at a time, they sit in a chair at the front of the class. They say their crime and the jury (other students) must decide on their punishment.

If time... (7-10 minutes) • Back to the board game

Students sit with their back to the board and I write one vocab word we used in the lesson. Other students must explain the word without saying it. The team who guesses first, wins a point.

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