BANK ROBBERY



Structure/Vocabulary: There is/are Simple questions and answers.
Functions: Giving directions; following directions.
Materials:Maps with streets and buildings labeled (drawn by students) police reports.


PRE - ACTIVITY
Skills: Reading, writing, speaking.
Organization: Individual, pairs.
Procedures:
(1) For homework: Have students draw maps of their neighborhoods with street names and identification of buildings included (Allow time before doing activity to let students request vocabulary).
(2) In class, in pairs: Exchange maps and have students look at partner's map and write 5 questions about buildings that aren't mentioned on the map ("Is there a hospital in your neighborhood?).
(3) Then students get together and answer each other's questions (orally or written).


ACTIVITY
Skills: Speaking, listening
Organization: Individual, pairs
Situation:Tell students they have just robbed a bank and have to hide the money somewhere. Have students look at the maps of their neighborhood and decide where to hide it.
Procedures:
(1) Have students write the name of the store or building where they are going to hide the money.
(2) In pairs, S1 is a police officer who is interrogating the thief (S2). The police officer asks the thief about the location of the money ("Is there a _________ near the money?). Thief answers only with "Yes/No" or "Hot/Warm/Cold."
(3) When the police officer discovers the location of the money, the students change roles.


POST - ACTIVITY
Skills: Writing.
Organization: Pairs.
Procedures: In pairs, students fill out the police reports about where they found the money.\




POLICE REPORT
Include the following information:
Where is the money? (Complete address or location)
The money is in a drugstore on the corner of Washington Place and Greene Street.
What buildings are near the money?
There's a bank next to the drugstore. Amy's Restaurant is across from the drugstore.


REPORT ONE:
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REPORT TWO:
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PARTICIPANTS: _______________________________________________________________

       
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