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ICELT LESSON PLAN FORM

Name of teacher: Yuly Andrea Bueno Hernández Candidate Number: 3

Institution: Universidad Jorge Tadeo Lozano

Date of Observation: DAY MONTH YEAR

17 10 2014

Time of observation Length of class

3:05 p.m. – 4:05 pm 60 min

Class/grade: Level 5 (010)

Room: Module 13- Classroom 402

Number of students: 20

Average age of Students: 21-25 years old

Number of years of English study:

2 years Level of students Intermediate

Lesson Number

2

Observer: Sonia Jimenez Bonilla

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Main Aim:

- By the end of the lesson, students will be able to use the grammar forms of Get and Be passive

and vocabulary related to crime (burglary, shoplifting, murder, kidnapping, jaywalking, armed

robbery, and vandalism) and punishments (sentence, fine, life in prison, put on probation, capital

punishment) in a controlled and free practice exercise.

Subsidiary Aims:

- Students will identify types of crimes and punishments and they will define them by using the

circumlocution strategy.

- Students will analyze some sentences to understand the grammatical structure and form of BE

and GET passive.

- Student will discuss how some crimes and punishments should be managed in Colombia.

Personal Aims:

- To improve my instructions-delivery.

- To reduce teacher-talking time in class by providing students with different interaction moments.

- To provide opportunities for learners to understand grammar inductively by their own.

- To implement circumlocution to foster independent vocabulary understanding.

- To avoid having a book-centered class by adapting and creating materials.

- To manage time effectively so that students can develop the proposed activities.

Assumed knowledge:

These students have studied simple and continuous tenses and they distinguish their structures and use.

They have also learned how to use modal verbs in active sentences and how to use the passive of the

simple past and simple present. In the previous lesson, they studied how to use the passive of modal

verbs mainly for obligation and necessity. Most students know how to use the structure in passive voice

accurately, but they tend to forget either the verb “to be” or the past participle forms of the verbs

especially when speaking. Also, even though these students have a good command of vocabulary, they

are not familiar with vocabulary related to types of crimes and punishments.

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Description of language item

Form

Get passive

Sub+ GET + Past participle verb form + Complement

Some murderers get sentenced to life in prison

Be passive

Sub+ verb to TO BE (am, are, is) + Past participle verb form + Complement

Burglars are usually arrested and put in jail

Sub+ should + BE + Past participle verb form + Complement

Shoplifters should be put on probation

Meaning

- The aforementioned affirmative sentences express the punishments some criminals should

receive or usually receive.

- Those sentences focus on what happens to the criminals (burglars, murderers, shoplifters).

Use

Get passive is generally used in spoken, informal contexts rather than in newspapers or other

written texts.

Get passives are often used to report newsworthy events, which are, often but not always,

negative or problematic in some way (E.g. get arrested, get caught).

Be passive is more common than the get passive, especially with the modal verb should.

Be passive and Get passive are used to say what happens to the subject, not what the subject does.

Reference:

- McCarthy, M., McCarten, J. & Sandiford, H. (2006). Touchstone 4: teacher’s Edition. New York,

NY: Cambridge University Press.

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Materials:

PowerPoint Slides. They were designed by me and they are going to be used in different

moments of the lesson in order to provide some visual support to students and to facilitate

learning. Some slides will help students find the right answers for their grammar and vocabulary

exercises, so they can self-assess their results. Other slides have questions either to discuss or to

analyze the grammar of the lesson. (See Annex A, C, F, G, H, I, K).

YouTube Video. This is a two-minute cartoon video called “Crime time: the girlfriend”. It was

chosen to set the context of crime and punishment, call students’ attention and create discussion.

It is part of the warm-up activity and its link is: http://www.youtube.com/watch?v=TBzdH5c98Y8

Crossword Puzzle. Students will receive a worksheet with the crossword puzzle, which only has

numbers (Annex D). It does not have clues, but students need to complete it by guessing the

words their peers have in the vocabulary cards. It is part of a competition, so the first group that

finishes completing it gets a prize. The crossword puzzle was created by puzzlemaker at

DiscoveryEducation.com

Vocabulary cards. Students will receive one vocabulary card with one word related to crime or

punishment (Annex E). The words are: burglary, shoplifting, murder, kidnapping, jaywalking,

armed robbery, and vandalism, sentence, fine, life in prison, put on probation, capital punishment.

Students are going to use the circumlocution strategy to define or describe the words to their

peers and they are going to guess the words. They need to ask for the number of the word in order

to complete their crossword puzzles.

Get passive and Be passive Worksheet. This worksheet was adapted from the textbook

Touchstone 4 –Teacher’s edition page 47 (Annex J). It is going to be used in the controlled-

grammar practice stage of the lesson and it aims at helping students use the two passive forms

(Get and Be passive) accurately. Each student will receive one worksheet.

Discussion Questions Papers. Students in the inner circle will receive one question paper

(Annex L) and they will discuss the questions with their peers during the free grammar practice

exercise. They will pass the papers to the left every time the teacher asks students in the outer

circle to move to the right. These questions were adapted from the textbook Touchstone 4 –

Teacher’s edition page 46 by including students’ context, the Colombian context in regards to

crime and punishment.

Vocabulary preparation chart. In the previous lesson, students were given a chart for them to

prepare vocabulary (Annex M). They were supposed to check the types of crime, criminals,

definitions and penalties in order to facilitate the class development and clarify words meaning.

Reference:

McCarthy, M., McCarten, J. & Sandiford, H. (2006). Touchstone 4: teacher’s Edition. New York, NY: Cambridge University Press.

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Rationale

Profile of learners:

This is an intermediate group of 20 Colombian (Spanish L1) students in their twenties studying different

majors at a private University in Bogotá, Colombia. These students are in level 5, which according to the

Common European Framework of Reference (CEFR) corresponds to the B1 level. They have two 100-minute

English sessions weekly and most of them have been studying English since school or other institutions.

According to the CEFR, students in a B1 level are able to describe and discuss daily and familiar situations,

personal experiences, leisure activities, and likes as well as dislikes. In terms of their grammar skills, learners

are able to use most of the grammar tenses and they have a good command of vocabulary. However, they do

not know much vocabulary related to crime and punishment and they struggle with communicating ideas

accurately or concisely. Some students tend to omit the subject of sentences especially when speaking.

Outline the learners’ linguistic needs

These students are able to recognize vocabulary pronunciation and parts of speech and they have a

relatively good vocabulary repertoire, but they need to expand it because sometimes they do not find the

right word to express what they mean. Also, students need to understand the meaning of words according

to the context and be able to describe words by using different means, such as: synonyms, examples,

definitions, gestures, etc as a strategy to avoid Spanish use. Berry-Bravo (1993) affirms that students need

to learn strategies such as circumlocution to make unknown lexical items comprehensible. Regarding

grammar, most students are able to recognize the different tenses in English and they are familiar with

structures for affirmative, negative and interrogative utterances. However, they tend to confuse the

structure for passive and active voice, so they especially need to practice the structure for passive voice

and the past participle forms of the verbs, which causes inaccuracy when communicating.

Outline the learners’ affective needs

Students in this stage are good at building up social relationships and they get along well with each other.

However, they lack self-confidence when developing grammar exercises; they need someone (peers or

teacher) to approve their choices. They tend to question their own abilities and they rely on the teacher to

get confidence. Thus, they need to start working on their autonomy and independence to make decisions

on their own and believe in their own ideas.

Outline the learners’ cognitive needs

These students need to work on activities where they can analyze and move from the knowledge phase to

the analysis and evaluation phases in Bloom’s taxonomy (Bloom et al, 1956). Even though they have

been trained on how to analyze a grammar chart, they still need to be given some guidance on how to do

it. They also need to detach from translating and they need to use different ways of defining vocabulary to

retain it for longer time in the future. Students need to be provided with opportunities where they can

analyze their own context and give their opinions with clear support. So, they need to make connections

between the content and their real lives.

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Explain how the aims of the lesson relate to the students’ needs

As students need to understand the meaning of words according to the context as well as expand their

lexical repertoire, the vocabulary activity provided in this lesson will give them the opportunity to

describe words and use them meaningfully in a real context. Also, students will work on the analysis and

application phases of Bloom’s taxonomy when understanding inductively the grammar of the lesson and

using it in controlled and free practice exercises.

Explain how learners’ needs will be addressed in the specific learning environment

One good way of helping students expand and retain vocabulary is through practice. In this lesson,

students will have the opportunity not only to describe words related to crime and punishment, but also

use them to talk about the situation in Colombia in this regard. Even though students are in an

intermediate level and they are able to express their ideas, sometimes they tend to translate the meaning

of words, so by using circumlocution, students need to find other ways of explaining words and avoid

Spanish use. Also, the fact that students will analyze grammar and express their opinions related to crime

and punishment in the Colombian context will contribute to their high-order thinking skills development

(Bloom et al, 1956).

References:

Berry-Bravo, J. (1993). Teaching the art of circumlocution. Hispania, 76(2), 371-377. Retrieved October 11,

2014, from http://www.jstor.org/discover/10.2307/344713?uid=2134&uid=2&uid=70&uid=4&sid=

21104801206917 Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational

objectives: The classification of educational goals, Handbook I: Cognitive Domain. London, England: Longman, Green and Co.

Anticipated problems

Unknown vocabulary related to types of crimes and

penalties might delay the class development and

cause problems in understanding.

Spending more time than expected analyzing the

lesson target grammar and developing the controlled

practice exercise.

Confusion of Be passive and Get passive.

Students forget or misspell the past participle forms

of the verbs.

Planned solutions

Asking students to prepare the lesson vocabulary in

advance and having a vocabulary activity to make

sure they understand the words meaning.

Setting time limits and letting students know them in

advance. Asking students to work in pairs during the

grammar analysis.

During the analysis stage, ask students to identify the

difference and clarify in case of doubt.

Asking students to review past participle forms

before class and develop a review activity in the

previous lesson.

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How do the anticipated problems and planned solutions relate to the above needs analysis?

These proposed solutions will help students understand language (vocabulary and grammar) easily during the

lesson, so that they can develop all the proposed activities at a good pace. Also, as this group of students

needs to work on their grammar accuracy, the controlled and free practice exercises will let them work on

that as well as on their high-order thinking skills especially when they analyze grammar, describe vocabulary,

and discuss how crime and punishment are handle in Colombia.

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Stage Aim Procedure

Teacher and student activity

Time and

interaction

Tutor’s comments

Warming up

To introduce the topic and

set the context for the class.

Teacher will ask students what crime and punishment

mean (Annex A).

Teacher will show a video called “Crime time: the

girlfriend” (Annex B) and students will identify types

of crimes and punishments. When the video finishes,

they will discuss three main questions, which will be

presented before watching the video (Annex C):

1. What was the video about?

2. What types of crimes did the thieves commit?

3. What punishments did they get?

T-S

S-S

(Pairs)

10 min

This was a motivating

way to start the class

and served as a perfect

warmer to introduce the

topic. The students

were able to answer the

questions.

Vocabulary

activity

To check meaning and

pronunciation of vocabulary

needed for the lesson.

Students will receive a crossword puzzle (Annex D)

and a vocabulary card (Annex E). Students should

define the word they receive in the card to their peers

and their peers need to guess the word. As a

competition, they need to complete their crossword

puzzles.

They will check their answers looking at a PowerPoint

slide (Annex F)

S-S

(Mingling)

20 min

Challenging exercise.

The students had

prepared vocabulary in

advance, so they were

in the capacity to

define/describe their

word to their partners.

Grammar

analysis

For students to analyze the

grammar inductively

through some examples

Students will discuss the question: What happens to

People in Colombia when they break the law? (Annex

G)

They will complete the prompts of the PowerPoint

slide (Annex H) and the will analyze some sentences

S-S

(Pairs)

10 min

Students answered

correctly. They were

able to infer them from

the context.

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(Annex I)

Controlled

practice

For students to consolidate

learning in a controlled

practice task

Students will receive a worksheet (Annex J) to

complete some exercises related to Get passive and Be

passive. They will complete it individually and they

will check their answers in pairs when they finish.

Students will self-assess their answers by checking at

the answers in a PowerPoint slide (Annex K )

S

(Individually)

S-S

(Pairs)

10 min

Students’

comprehension of the

topic was shown in this

grammar exercise.

Free practice

For students to practice

grammar by asking and

answering questions

spontaneously.

Students will be organized in an onion ring.

Students in the inner circle will receive a piece of

paper with a question (Annex L) and they will pass

papers to the left when the teacher tells them.

Students in the outer circle will move to the right when

the teacher tells them.

They will discuss different crimes and punishments in

Colombia using the questions. At the end of their

discussion, they should report information they

consider relevant.

S S S S

S S S S

10 min

Well done. It worked

perfectly well and the

communicative purpose

was achieved.

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Annex A

PowerPoint Slide 1

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Annex B

Video: Crime time: the girlfriend

Video Link: http://www.youtube.com/watch?v=TBzdH5c98Y8

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Annex C

PowerPoint Slide 2

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Annex D

Crossword Puzzle

Crime and Punishment

Guess your peers’ words and complete the crossword puzzle.

Created by Puzzlemaker at DiscoveryEducation.com

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Annex E

Vocabulary cards

6. Murder

5. Jaywalking

10. Kidnapping

1. Vandalism

8. Armed Robbery

2. Shoplifting

12. Burglary

9. Sentence

4.Put on probation

11. Fine

3. Life in prison

7. Capital

Punishment Created by Bueno, Y. (2014)

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Annex F

PowerPoint Slide 3

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Annex G

PowerPoint Slide 4

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Annex H

PowerPoint Slide 5

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Annex I

PowerPoint Slide 6

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Annex J

Get passive and Be passive Worksheet.

Grammar Exercise Practice

Complete the comments about law enforcement. Use the get passive or be

passive with the verb given.

1. Vandalism should ___________________ (punish) more severely.

Vandals should ________________ (sentence) to a month of

community service.

2. Some people _________________ (arrest) during 10 years only for

murder. They should ___________________ (sentence) to life in

prison.

3. People under 18 shouldn’t ________________ (give) a prison sentence

if they commit a crime. They should just ____________________ (put)

on probation.

4. If people commit armed robbery, they _________ usually __________

(send) to jail.

5. Jaywalking is a minor offense, but people should _________________

(fine) for crossing the street anywhere.

6. More shoplifters _____________________ (catch) these days because

of all the cameras they have in stores.

Adapted from: McCarthy, M., McCarten, J. & Sandiford, H. (2006). Touchstone 4:

Student’s Book. New York, NY: Cambridge University Press.

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Annex K

Grammar exercise answers

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Annex L

Discussion Questions

Adapted from: McCarthy, M., McCarten, J. & Sandiford, H. (2006). Touchstone 4:

Student’s Book. New York, NY: Cambridge University Press.

* Created by Bueno, Y. (2014).

What should be the right

penalty for jaywalking

in Colombia?

How should vandals be

punished in Colombia?

What kind of sentence

should you get for

kidnapping in

Colombia?

What punishment should

you get for robbing

someone in Colombia?

Should all murderers be

sentenced to life in

prison in Colombia?

What should happen if

you get caught

shoplifting from a store

in Colombia?

What should happen to

someone who is

convicted of burglary in

Colombia?

*Should capital

punishment be adopted

by the Colombian Law?

*In what cases, should

people be put on

probation in Colombia?

Should the police arrest

drivers who get caught

speeding in Colombia?

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Annex M

Vocabulary preparation chart

Definition of the crime

Crime/ Offense Person Punishments/ Penalty