Maha Maha

Let's Catch A Thief!
Intermediate level

Description

In this lesson, A pre-selected grammar item is first presented to the learners, eg by means of a text or through demonstration. Its rules of form and use are either explained or elicited from the learners. The item is then practiced in isolation, and with an emphasis on accuracy. Teacher control is gradually relinguished, and activities, such as roleplays, are set up to encourage free production of the grammar item in context.

Materials

Abc Whiteboard & Markers
Abc ................ 's Whereabout's HanOut
Abc My whereabouts HandOut
Abc Flash Cards (Previous Lessons)
Abc Catch A Thief PowerPoint

Main Aims

  • To provide clarification and practice of Past Progressive in the context of activities with family members
  • To provide fluency speaking practice in a conversation in the context of activities with family members

Subsidiary Aims

  • To provide review of Time and Day in the context of activities with family members
  • To provide review of Action Verbs in the context of activities with family members
  • To provide review of Family Members in the context of activities with family members

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

I tell my students that I was saving up money for a trip to an island in Greece. I show them the picture. I tell them the money was in an envelope with me on Monday, and then it suddenly disappeared. To find the culprit, I have watched Conan The Detective, Sherlock Holmes, and the Pink Panther and now I have a plan to catch the thief!

Exposure (10-12 minutes) • To provide context for the target language through a situation

Now, students are paired. Each one in turn will act as an "investigative journalist" by asking 3 questions to their partner. There are only 4 possible questions to choose from: What were you doing on Monday at 8 am? What were you doing on Monday at 9 am? What were you doing on Monday at 10 am? What were you doing on Monday at 11 am? Student 1: Asks 3 questions. Student 2: Writes the times that student one mentioned. Then, partners switch roles. The students then get 5 - 7 minutes to write down the activity and family member. Keeping in mind that they should include four things in their answer: An Activity A partner in crime (their Family Member) Weather

Clarification (6-8 minutes) • To

Now, students investigate, they ask the questions again, and listen and record their partner's answers. Each student has to write down what their partner said, as they will later report it to me!

The Lesson's Climax (2-4 minutes) • To take it a step further and have them report what their partner did using the past progressive

Students have filled their HandOut and will now report to me what their partner was doing during the three chosen times. For example: At 10 am on Monday, Peter was playing with his brother John. Now, that I have filled a blank table on the whiteboard with names, it is time to further reduce our suspect pool. I will get to hear what the weather was like during their activity. If the weather was guessed correctly, their name is erased from the board; if they guessed the wrong weather then their name remains on the board.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

Assigned task at home: Write 3 sentences about what you did last weekend.

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