Lesson Plan

20.04.2010

1. Class description: II b group 2

2. Topic: GUY AND SUE WITNESS A MUGGING.

3. Objective: The aim of the lesson is to know and practice new vocabulary useful for describing people (in a context of crime).

4. Aids: “Connections 3” student’s book J. Spencer-Kępczyńska A. Maciąg Oxford University Press

5. Plan:

Lesson stage	Activity	Procedure	Interaction	Timing	Anticipated problems	Observations
Warm up	-speaking – the appearance - describing a photo	- T says “Good morning students! Sit down, please. Now I’d like to check the list.” And she opens the class register and read aloud the names. - “Please open your books at page 20. I’d like you to describe the people in exercise A using words from the chart.” The T chooses a student to describe one person, then chooses another student to describe the second one. She helps them if necessary. -“ Now look at the photo. What’s happening there?” – the T chooses a student to describe the photo. She asks additional questions if necessary, e.g.: Who can you see in the photo?/ What are those people wearing? / What are they doing?/ What happened? – “Thanks for your answer.”	T – S S – T	8 min	- Ss may have problems with vocabulary describing a person. - Ss may have problems with vocabulary describing a photo.	- Ss ask T about some words, e.g. ‘stubble’ ‘beard’ ‘moustache’. - They have problems with sentence structure.
Presentation	-reading and listening	- “Please take a look at the dialogue below the photo. I’ll play the recording in a minute and what I want you to do is to answer the question: Do Guy and Sue agree about the man they saw? Are you ready? So let’s listen to the CD.” – the T plays the recording. - “Is there anybody who knows the answer to my question?” – if anybody knows the answer, the T says – “Yes, that’s right.” – if no one know the answer, the T says – “If you don’t get the answer now you’ll find it in a minute.” - “ Now I’d like to check if you are familiar with some words. Write down in notebooks any of them that you don’t understand. First of all, what does ‘mugging’ mean?” – if anybody knows the answer, the T says – “Yes, that’s right.” – If there isn’t any response the T translates the word – “In Polish it means rabunek uliczny.” - The T repeats the instruction with the list of the words : to witness, a witness, to interview, a mugger, well-built, bald, large, leather and ‘You’re welcome’ .	T –S S -T	10 min	- Ss may be uninterested in the topic. - Ss may be unwilling to talk to the T. - Ss may not know the word “mugging” . -Ss may not know any of the words given by the T.	-Ss are eager to talk to the teacher. - One S says that ‘mug ‘is ‘kubek’ in Polish . He is right but not in the context given . - Some words are familiar to the Ss – e.g. interview.
Controlled practice	role-play reading	-“ As I’ve mentioned before, those of you who didn’t get the answer to the previous question, have a second chance now, because it’s time for role-play reading of the dialogue. I’d like three of you to read the dialogue.” then the T chooses 3 volunteers to read aloud. – “Can we start now?” while the students are reading, the T corrects their pronunciation mistakes. – “Thanks for reading.”	T –S S –T S –S	4 min	- None of the Ss may be willing to read.	- T has to choose students to read by herself .
Controlled practice	discussion	-“ Now everybody please listen to me. I’d like you to answer the question: Do Guy and Sue agree about the man they saw?” – this time everybody in the class should know the answer ( No, they aren’t). - “Now we are going to discuss the differences between what did Sue say and what did Guy say. My first question is – How can we describe the mugger? What did he look like? Was he thin or fat ?” – the T wants to elicit answer He was well-built or quite fat. - “Next question – What about his hair?”– the T wants to elicit answer His hair was short or very/really short. - “What about his face” – the T wants to elicit answer He had large nose and sunglasses. - “What was he wearing” – the T wants to elicit answer He was wearing blue trousers. OR He was wearing black jeans and black leather jacket. - “What kind of shoes was he wearing?” – the answer is White trainers. - “How old was he?” – the T wants to elicit answer He was quite old – about 40. OR He was not very old – about 30. During this activity the T chooses students and asks additional questions if necessary .	T –S S –S S –T	12 min	- There may still be some Ss who not know the answer. - Ss may be unwilling to talk to the T. - Ss may have problems finding the answers in the dialogue. - Ss may read fragments of the dialogue instead of giving their own answers.	- Ss know the answer. -They are eager to speak. - Sometimes they can’t make their own sentences and red fragments of the dialogue.
Free practice	work in pairs - speaking	- “Now, I’d like you to make pairs. Look at the exercise 3. You can see here 4 photos of criminals. Your task is to find the mugger from our dialogue. You’ve got 2 minutes to decide which one is the mugger. When I ask you, I want you to justify your decision.” - After about 2 minutes the T checks the answers – “First, tell me which one is the mugger?” – the T wants to elicit answer The mugger is C .However, there is a great probability that students give various answers, so the T will ask some more questions – “Who thinks the mugger is A? Ok. now, please tell me why do you think so.” Then the T says – “You have missed one important information. Look back to the dialogue and tell me if the mugger is well-built or slim?” – the T wants to elicit answer He is well-built. – “ This is why your choice is wrong.” - “Who thinks the mugger is B? Ok. now, please tell me why do you think so.” Then the T says – “You have missed one important information. Look back to the dialogue and tell me what the mugger has on his face?” – the T wants to elicit answer He has got sunglasses. – “ This is why your choice is wrong. And what’s more, can you see one more detail on the B’s face? A kind of hair under his nose and on his chick. Do you know how do we call that thing?” If no one knows the answer the T says – “It’s called beard or precisely a goatee.” - “Who thinks the mugger is C ? Ok. now, please tell me why do you think so.” Then the T says – “That’s correct answer!” - “And who can tell me why D isn’t the mugger?” – the T wants to elicit answer He is bald and has a goatee.	T –S S –S S –T	10 min	- There may be some noise when making pairs. - Ss may have problems justifying their choices. - Ss may not see the difference between ‘glasses’ and ‘sunglasses’.	- Some Ss just shoot instead of making reasonable choices.
Termination	ending a lesson	- “That’s all for now. We’ll continue after 10 minute break.”	T-S	1min