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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 B
Video: Crime time: the girlfriend
Video Link: http://www.youtube.com/watch?v=TBzdH5c98Y8
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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 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 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?