Lesson Plan

11.05.2010

1. Class description: II b group 1

2. Topic: CRIME – REVISION.

3. Objective: The lesson aims to develop speaking and listening skills connected with the theme of crime and people’s appearance.

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

5. Plan:

Lesson stage	Activity	Procedure	Interaction	Timing	Anticipated problems	Observations
Warm up	- describing pictures	-“Good morning students! Sit down, please. Now I’d like to check the list.” And she opens the class register and reads aloud the names. - “Please open your books at page 27 and look at exercise 10. We are going to listen to police investigation about the burglary. But before listening, I’d like you to describe pictures in the exercise.” – the T chooses Ss to describe each picture. She asks additional questions if necessary.	T –S S –T	5 min	- Ss may be unwilling to talk.	- Ss are eager to talk to the T.
Free practice	listening for general understanding	- “Ok. students. Now we are going to do the first listening exercise. Your task is to tick the box which presents the situation from the recording. I’ll play it twice. Listen carefully because I will ask you to explain your decisions.” – the T plays the recording twice. - After the listening the T says: “Please tell me which box did you choose in the first situation?”- the T wants to elicit answer C . – “And why C?” – the T wants to elicit answer Because the woman was watching TV alone. Her daughter had team practice and her husband was at work. If Ss cannot give right explanation, the T will play the fragment of recording again, to make sure everyone understands it. - The T repeats the instruction with remaining two situations.	T –S S –T	15 min	- Ss may have problems with concluding the information. -Ss may be unable to explain their choices because they not understand the whole situation.	- Ss have problems with concluding the information. -Ss have difficulties explaining their choices because they not understand the whole situation, so the T needs to play CD again.
Controlled practice	listening for detail	- “ Now I’d like you to look at next exercise number eleven. You will hear the same recording twice. But the task is a bit more complicated. This time you have to listen for detailed information. And first I’d like you to focus on the sentences and possible answers.” – the T chooses one student to read aloud the sentences and she explains any new expressions. – “Now I’ll play the CD. And after the listening I will ask you to explain your choices.” – the T plays the recording. -After listening the T chooses Ss to read whole sentences (with their answers) – “I’d like one of you to read the sentence and the answer.” – If the answer is correct, the T says – “Ok. good. And why did you choose this answer?” But when the answer is wrong, the T says – “ I see you need to listen again.” – then she plays appropriate fragment once more. Then she asks again – “ Do you know the answer now?” - The T repeats the instruction with the remaining two examples. She asks additional questions to elicit answers from Ss. The useful questions might be: What was Mrs Gregory doing at 6:30? When did Helen play basketball? Why were they playing in the gym? Was it a routine practice? Where was Mr Gregory at 6:30 ? When did he have his train back home?	T –S S –T	11 min	- Ss may not understand the details. - Ss may be misled by the possible answers – all of them are included in the recording.	- Sometimes Ss really did not hear the detail so the T plays the fragment of the recording again, making sure everybody catches the information. - Some Ss really need to listen again to decide which of the heard answers is the correct one.
Controlled practice	correcting mistakes	- “Please, open your activity books at page 19. Look at exercise 4. Here you can find six sentences with mistakes inside. Your task is to identify the mistakes and correct them. Now, look at the example. Tell me what is the mistake?” – the T wants to elicit answer The tense is incorrect. -The T chooses Ss to read aloud sentences. The T asks – “Where is the mistake? How would you correct it?”. The T helps if necessary.	T –S S –T	12 min	- Ss may not see the mistakes. - Ss may not know how to correct the mistake.	-Ss need revision of the rule referring to the usage of when/while/during.
Termination	- setting homework -ending a lesson	- “The rest of the exercises in activity books do at home, please.” - “That’s all for today. Goodbye!”	T –S	2 min