Micro-Teach Lesson Plan

Teacher/s: ______Ivy Liu_________________

Level: _______Lower Intermediate 3___________ Date/Time: __5 _Nov_2019_____
Goal: Students will learn crime-related expressions and reinforce their knowledge of passive
voice.

Objectives (SWBAT): (think all 3 aspects – knowledge, skills, strategies)

S​tudents ​W​ill ​B​e ​A​ble ​T​o…
1. develop their lexical knowledge of crime-related expressions by discussing the meanings and
questions of the “crime scene, suspect, victim, criminal tools” and describing the four pictures with
“stab, knock over, break, find.”
2. reinforce their knowledge of passive voice by using it when sharing clues, creating and presenting
crime stories.
3. develop their metacognitive skills by figuring out crime stories and a good way of presenting them.
4. develop their basic understanding of using “may/might/can/could” to express uncertainty.

Theme: Creating Crime Stories

Materials & Technology:
● handouts, posters, powerpoint, index card

ACTIVITY/PROCEDURE/STAGE – INTERACTION TYPES TIME

Review or Preview (if applicable)

Activity 1: meaningful input, output, fluency development, passive voice, crime related 45-50
vocab

1
 pre: 10
1.1 Pre-Stage: T-S, S-S min
Look at the pictures. What do they have in common? They’re crimes. Let’s talk about crimes
today! during:
20-25
● Here are some words about crime. min
Work in pairs. Think of the meaning of the word and your answer to the question.
Assign each pair 1 word to work on. ​(Distribute handouts) 1.5 min post: 15
crime scene, victim, suspect, criminal tools min
1. What does a crime scene look like? What do you see?
2. What usually happens to a victim? get hurt/ suffer from loss
3. Is a suspect guilty of the crime? What makes someone a suspect?
4. What are some criminal tools? What are they used for?

Have Ss tell me the questions they got. Clarify the meanings with T-S interaction. 5 min
A and B, what does “crime scene” mean? What questions did you get? What do you think?

● Let’s learn some verbs related to the crime.

(Distribute handouts.) ​Work with your partner. Choose from the four words/phrases and use
passive voice to describe each picture. One word matches one picture. 2 min
“Break, stab, knock over, find”

Go through each picture. Ask Ss to pay attention to the past participle.

1.2. During Stage: T-S, S-S

Regroup Ss. Give numbers 1, 2, 3, 4. All the 1s/2s..., you’re in a group.
● You all live in a peaceful community. But last week, a terrible crime happened. As the
first witness and the police officer, you got different clues about the crime. The witness
saw the crime scene and the police has collected information about the victim and his
personal relationships.
In pairs, one of you is the first witness and the other is the police officer. Share your clues with
each other. Use passive voice when possible.
Eg. “A knife” was in the clue list. → A knife was found. 3.5 min

● Now you get the general picture of the crime. The first witness, you’re going to help
your police officer solve the crime. Together, as a group, figure out your crime story to
solve the case. How? Create characters, clues, character relationships and more
details to make sense of it.
What do I mean by creating character relationships?
Eg. The mailman was seen putting a mail into John’s mailbox this afternoon.
The mailman likes smoking. --- The cigarette butt → The mailman is the suspect
-When discussing in pairs.
1.Use passive voice when you can!
2. Use some learned vocabulary:
crime scene, criminal tool, suspect, victim, stab, knock over, break, find

2
CCQ: Can you create new characters, clues and character relationships? What tense do you
use if possible? What else do you use? 7 min

Everybody got some general ideas in mind?

To help present your story, you’ll draw on the poster. Show us your story! 7 min
Include 3 components: Headline, criminal tool, motivation
--Example poster on ppt
Headline: Shocking News! Feud over Decades! (The mailman’s family and the man’s family
were enemies for decades. The man’s father killed the mailman’s father, and the mailman
killed him to revenge.)
Criminal tool(s): knife (draw)
Motivation: (draw) Father A killed Father B, Kid revenged
Finally, write the suspect’s identity on the index card.
CCQ: Do you draw? Do you write full sentences? No. You may write key words to help you
present later.

1.3 Post-Stage: T-S, S-S

(Distribute handouts).
Each group presents. (May invite 1-2 groups) each group about 3 min
Time to present your stories! When presenting, use passive voice when possible.
Other groups, take quick notes while listening to their presentation. What do you need to pay
attention to? Criminal tools, motivation, passive voice used. Regarding the last column, your
feeling of the story, you need to fill in the blank by yourself.​ Eg. I feel it’s the most ​scary ​story.
We’ll leave it for the end of our presentations.

After each presentation ends,

Ask other groups- ​After hearing the story, who could the murderer be?
Show your index card.

Q&A -spontaneous
(To other groups) ​Do you have any questions for this group?(​ for further info or challenge
them.)

T gives delayed CF:

What’s the criminal tool used/motivation of murder/passive voice sentences used?

How do you feel of the stories? The most ______ story is ?

Why did I asked “Who could the murderer be?” not “Who was the murderer?”
What does “could” indicate? -uncertainty. Not so sure. soften your voice.
What are other similar words that indicates uncertainty? could/might/may/can

Good job guys! You’re all smart and creative!

3
Tangible Outcome & T. feedback/peer feedback:
Ss learn the crime-related vocabulary by discussing the meanings and questions and describing
four pictures.
Ss review passive voice by using it when sharing clues, creating and presenting crime stories.
Ss create a poster to present the crime stories.
Ss write on handouts when describing four pictures and listening to other groups’
presentations.
T gives delayed feedback on the passive voice used and using modal verbs to express
uncertainty.

Anticipated Problems & Suggested Solutions:

1. For the sake of time, I changed having all the group discuss 4 words to having different groups take
charge of different items.
2. Show students an example poster to clarify my expectation of the poster they will create
3. Use online timer for major discussion