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LESSON PLAN
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Student Teacher
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Büşra USTAOĞLU
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School & Class
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High School 12th Grade Class
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Instructor
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Date / Hour
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11.11.2019
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Estimated Time of the Lesson
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40 Minutes
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Number of Students
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16
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Language Level of the Class
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B1 / Independent User / Threshold
Can communicate with some
confidence on familiar routine or non-routine matters related to his/her
interests and professional field. Can exchange, check and confirm
information, deal with less routine situations and explain why something is a
problem. Can express thoughts on more abstract, cultural topics such as
films, books, music etc.
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Overall Objectives of the Lesson
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At the end of the year, students will be able to
interview someone for the purpose of revealing who is guilty and in fault.
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Develop their critical
language awareness.
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Behavioral Objectives of the
Lesson
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By the end of the lesson, students
will be able to act and know how to ask and answer questions.
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Predict who is responsible
for what.
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Use his/her investigation
skills.
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Figure out how to judge.
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Participate in group work.
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Teaching Point
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Interviewing a Suspect
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Time Table Fit
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Students have already learned how
to ask questions to their peers/family and etc. In the previous lesson, they learned about
questionnaires. They have seen lots of examples. That is, they are familiar
enough with the context. In the next lesson,
they will learn about interrogations and alibis.
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Assumption
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Students are known to be enjoying this kinds of
activities where they can actually take part in the lesson. Furthermore, most
of the students are actively watch and read detective films and books.
Therefore, this lesson will not bore the students but instead, it will entertaining
them.
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Problem
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While watching the visual
materials, technical problems (sudden power cut or insufficient volume or
unopened video) may occur.
Plus, some students may have
problems with critical/analytic thinking.
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Solution
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For the technical problems, the teacher can bring
printed extracts or can do a voiceover. For the uncritical students, pairing
them up with more competent students may help.
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Class Profile
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The students are mainly B1 level
who learned how to form questions before. Plus, their interest in detective
stories and TV series make them more or less familiar with the vocabulary
they will be taught. For the shy students who hesitate to take part in the
lesson, giving them a role that they can act out as a different person rather
than themselves can make them relaxed. For the outgoing students, it can also
make them excited. They will gladly volunteer to be assigned.
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Materials / Aids
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Video, role-card, pictures, photo cards.
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Techniques Used
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Role-play, group-work, critical
thinking, discussion, information-gap activity (interview)
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STAGE
TIME
INTERACTION
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PROCEDURE
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TASKS
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AIM(S)
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Motivation/ Warm Up
4’
T <-> Ss
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Teacher enters the classroom and greets the
students with a big smile on her/his face and asks how are they feeling, what
they have been doing lately. Then the teacher does the task and tells the
students the topic of the lesson.
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The teacher shows some pictures (from Sherlock
Holmes, Criminal Minds, Agatha Cristie and etc.) to the students and
asks if they like reading detective stories or watching films/TV series.
“What comes to your mind when I say “murder”?”.
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· To motivate the students to enjoy the
lesson.
· To create stress free atmosphere.
· To get the students ready for the lesson.
· To get the students guess about the
lesson’s content.
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Pre-task
10’
T <-> Ss
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The teacher asks, “How do you think the police
and detectives interview the suspects?”. After doing the pre-task, teacher
writes some of the answers on the board and then instructs students about the
lesson.
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Teacher shows students a video taken from a TV
series in which a detective is interviewing a suspect and asks them to note
down what structures they use the most, how are their attitudes and gestures.
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·To activate their passive knowledge related to
the topic.
·To elicit from students what they already know.
·To get students ready for the task.
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Task Cycle
15’ – 20’
St <-> St
T <-> Ss
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Teacher groups the students which consists of 4
members. In total we have 4 groups. They are given role cards. Teacher
analyzes how they are doing and tries to control the class in case they need
help but also tries not to make them confused or pressured. After they
are done with their interviews, teacher asks one group to demonstrate how
they play their role and they together try to find out the suspect and give
reasons. Also, teacher asks if they have any other questions that can be
asked and writes it on the board. While asking questions, they get help from
the role card, the video they watched and what they learned in the previous
lesson.
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Students look at the cards they are given and
play the role of a police or a suspect. In the role card, there are 2 police
officers and 2 suspects. Only 1 of them is the real culprit. They don’t know
who is who. They try to figure out who is the suspect by asking each other
questions from the card. Also, the information about the criminal is stated
in the cards. Apart from the given questions, they can create
their own interviewing questions, too.
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·To provoke their creativity.
·To help them participate in the lesson.
·To trigger their critical thinking ability.
·To encourage them to act and improvise.
·To think critically and judge.
·To make logical reasoning.
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Language Focus
5’ – 10’
T -> Ss
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Teacher writes questions on the board and
represents how to pronounce them.
“Where were you when…?”
“What happened next?”
“When did it happen?”
“Why did you do…?”
“How did you do…?”
“What is the relation between you and the…?”
“How does s/he look?”
“What were you doing when…?”
“How do you know…?”
“Who is…?”
After that, s/he attaches some pictures to the
board related to crime vocabulary and teaches the students.
Lesson finishes, teacher informs students about the next lesson.
Teacher farewells the students and wishes them a good day. Teacher leaves the
class.
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Teacher corrects if there are any incorrect use
among the questions written on the board. Besides those, teacher adds other
necessary question types that they may need and words they may encounter
with. S/he teaches vocabulary by showing photo cards to the class.
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·To enlighten students about interviews.
·To help them improve their communicative skills.
·To help them to cope with interviews.
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