A Speaking-Focused Lesson Plan

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LESSON PLAN
Student Teacher	Büşra USTAOĞLU
School & Class	High School 12th Grade Class
Instructor
Date / Hour	11.11.2019
Estimated Time of the Lesson	40 Minutes
Number of Students	16
Language Level of the Class	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.
Overall Objectives of the Lesson	At the end of the year, students will be able to interview someone for the purpose of revealing who is guilty and in fault. -          Develop their critical language awareness.
Behavioral Objectives of the Lesson	By the end of the lesson, students will be able to act and know how to ask and answer questions. -          Predict who is responsible for what. -          Use his/her investigation skills. -          Figure out how to judge. -          Participate in group work.
Teaching Point	Interviewing a Suspect
Time Table Fit	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.
Assumption	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.
Problem	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.
Solution	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.
Class Profile	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.
Materials / Aids	Video, role-card, pictures, photo cards.
Techniques Used	Role-play, group-work, critical thinking, discussion, information-gap activity (interview)

             

STAGE TIME INTERACTION	PROCEDURE	TASKS	AIM(S)
Motivation/ Warm Up 4’ T <-> Ss	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.	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”?”.	· 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.
Pre-task 10’ T <-> Ss	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.	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.	·To activate their passive knowledge related to the topic. ·To elicit from students what they already know. ·To get students ready for the task.
Task Cycle 15’ – 20’ St <-> St T <-> Ss	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.	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.	·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.
Language Focus 5’ – 10’ T -> Ss	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.	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.	·To enlighten students about interviews. ·To help them improve their communicative skills. ·To help them to cope with interviews.