Thomas Dowling Thomas Dowling

Teaching Plan 5
Intermediate level


In this Intermediate lesson, Ss with primarily focus upon learning new vocabulary through a series of Student Book and adapted reading exercises. This learning will be consolidated with some speaking and writing practice at the end in the form of a close-activity.


Abc Siren sound
Abc Student Book HO
Abc Sentenced
Abc Daily Newspaper

Main Aims

  • To provide clarification and practice of crime lexis in the context of crime

Subsidiary Aims

  • To provide gist and scan reading practice using a text about six short news stories in the context of crime


Warmer/Lead-in (4-6 minutes) • To set lesson context and engage students

T will ask Ss: 'Who reads a newspaper?' gesturing them to raise their hands. T will then elicit from Ss what sections a newspaper has, and what they read (sport, news, financial etc.) with minimal TTT. T will use realia (the day's newspaper). T will lead Ss to say 'headlines [t points to the headline],' T then leads Ss to elicit crime from a criminal trial photo that Ss will briefly look at (and also test Ss vocabulary, e.g.: lawyer, judge, policeman, criminal, etc. CCQ: Are criminals good or bad? T then writes: 'Crime' on the board and gesture Ss to read out the statement. T will then organize the Ss in to pairs using 'Policeman' and 'Criminal' divisions by distributing 'Criminal' and 'Policemen HOs [emphasizing they are 'Criminals' just for task]. ICQ: who are the criminals? Who are the policemen? 'In pairs, talk about the good things and bad things about crime. You have 1 minute. And don't forget to write you name!' T will elicit WCF using a mind-map on the WB

Pre-Reading Task (10-14 minutes) • To prepare students for the text and make it accessible

T will elicit/pre-teach essential vocabulary needed to read the text using pictures: stolen arrested sentenced kidnapped embarrassed T will create five groups (criminals, policemen, lawyers, judges, journalists). T gives each group a mind-map. Each group has 1-2 minutes to work out the vocabulary item (but write down all the words you can think of when you see this picture (t example with the court room). Elicited/pre-teach words which will then be practised for pronunciation (drilling) and written on the WB with syllable stress and phonemes (see Language Analysis or details). (Elicit from Ss that I am British and use British English] T will make mind-maps with a '?' in the middle and Ss have to guess the word. If not, then they will be used as synonymous/lexical set (this will take the shape of five clouds on the board with the pictures above)

While-Reading #1 (10-14 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

T gets Ss to predict the forthcoming newspaper gist reading by writing 'News in Brief' on the WB and elicits ideas as to what this might mean. CCQ: Is this a full sentence? Why don't newspapers write in full sentences (to capture the main idea quickly). T then shows them the Student Book HO, and 'chests' it, asking them to predict what the reading might be about. T tells Ss to read the newspaper individually. T will tell them to read quickly for gist, or the main idea. CCQ: How many stories are there? How many stories are about crime? Is the title of the newspaper section a good title? You have 2 minutes for the reading. ICQs: Are you reading quickly or slowly? Are you reading by yourself or in a group? How many stories are there about fishing (Crime, teacher!)? Once T has seen that Ss have finished, T instructs Ss to complete exercise 1, matching the headlines with the news stories. Ss have to go to the 6 possible titles and match them with the stories. Check Policemen check with the Criminals. Ss write in their names on the board (next to the number) T then elicits Ss answer asking for reasons why they have chosen those titles, getting them to give a summary of the text. Will will correct is needed. Then then gives the answers in WCF T then asks which stories they liked the most. Where there any hard words you didn't understand? Do you have any questions about them?

While-Reading #2, Skim-reading (adapted ex.2 with T quiz) (6-10 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

T explains to Ss about the gap fill game. Chests T HO and read the first line: 'Bad criminals have stolen your vocabulary! Read the text to find the answers! T get the Ss to Skim read for specific information to complete adapted ex.2 in T HO (gap) (5 mins) CCQs - ask questions from the text: When did James Saunders escape etc... Ss check with a partner before WCF

Post Reading "Crime Writers" (5-8 minutes) • Productive Skills: Writing

T tells the Ss that they are going to play a writing game. It's called Crime Writers. CCQ: can you tell me a famous crime writer? Sir Arthur Conan Doyle. What did he write? Sherlock Holmes. T organises Ss into five teams: criminals, policemen, judges, lawyers, and journalists. Each student will write a short crime story one sentence at a time using some of the vocabulary from the lesson. You will have one minute to think of something to write. When you hear the siren, fold your paper and move it to your left. (T gestures the instructions) At the end, elicit Ss stories. 1. Think of a name for your criminal and where he came from. 2. Think of a crime he committed (what did he do?) 3. How did the police catch him? 4. What did the judge do when he saw in court? 5. Where is he now?

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