Upper Intermediate level
To provide clarification and practice of vocabulary related to 'Crime'.
To provide fluency speaking practice in a story telling activity in the context of crime
Procedure (37-49 minutes)
The teacher hangs six pictures onto the board related to 'crime' which is the context of the lesson. She asks the students to guess the topic of the lesson by looking at the pictures. Since it is an upper intermediate class, they can easily answer that question. The teacher writes 'crime' in the center of the pictures. In order to personalize the topic and to enable speaking the teacher asks the students to work in pairs and tell each other a memory or story about crime. Then, the teacher asks each pair to tell her partner's story so that they practice how to summarize a story.
In this stage, the teacher elicits the meaning of the words by showing pictures to the students. She hangs the words related to types of crimes onto the board in a scrambled order. She tells them to work in pairs and match the words with the pictures appropriately. After they have discussed about the words' position on the board, the teacher calls them to the board so that they could get feedback by sticking the words under the correct picture. Now that they have learnt the meanings of the words, the teacher can focus on form and pronunciation. The teacher elicitsthe the form and the stress of the words and does a drilling activity so that the students learn to pronunce the words correctly.
The teacher divides the class into two groups. If there are fewer than four students in the class, the teacher may adapt it as an individual game instead of a group game. One student from each group comes to the teacher. The teacher reads aloud the sample situation about a type of crime. The first student that touches the shoulder of the teacher and finds the right category gets a point. This activity helps students to practice the target vocabulary via a challenging and funny activity. To get feedback, the teacher may read the situations that the students have had difficulty to guess.
The teacher hangseight words to the walls of the class. After giving simple and clear instructions to the students about the activity, she gives a handout to each student. The students stand up and try to find the eight words they need to fill the chart. They work individually to write the words under the right category. When they have finished the exercise, they change the papers with their partners for feedback. Finally, the teacher gives an answer key to each student.
The teacher elicits the meanings of the words by a word-definition matching exercise. Then, she focuses on teaching the form and pronunciation of these words. They do drilling chorally and individually.
The teacher gives simple and clear instructions to the students. Then, she gives a handout for each pair. They work in pairs and try to fill the gaps using the words in the chart. After they finish the activity, they check the answers by swapping the papers with the other pairs.
In this stage, the students have the opportunity to use all the words they have learnt in this lesson.with a freer speaking practice. The teacher divides the class into two groups and writes a group name onto the board. Then, she asks each group to pick four words from the bag and one word from another bag. They are asked to write a story about the type of crime they have picked from the second bag. They need to use all the words that they have picked once. While the students produces sentences about the story, the teacher monitors them without interrupting them. Then, each group tells her story and thegroup with the best story wins the game. Once that activity has finished, the teacher focuses on the error correction by writing the errors that the students have made during the activity.