Ss will be presented with two pictures. One will show the act of graffiti tagging, while the other shows that the glass was broken at a bus stop waiting area. If it doesn't come naturally, T will elicit words such as crime, vandalism, graffiti, etc.

Ss will be given a list of ten crimes/antisocial behaviors where they are to mark the ones that are NOT a problem in their country. Before I present the text to the students, I will show them four words they might need to know in order to understand it. This is not a vocabulary lesson, but as an anticipated problem, it will be addressed. Each student will need to match the word to either an image, or a group of synonyms. Then, I will show them a spectrum of punishments to explain the difference between lenient and harsh. Ss will then be presented with the text, A Gentle Touch. It is about a boy who committed a crime but was treated with kindness by the police who found him. Ss will read this text and be asked, why was the boy laying on the ground? What surprised you about this story? Would something like this ever happen in your country? They will discuss these questions in the BORs before returning to share out WC.

T will take a moment to discuss the past simple and past continuous. The past simple will likely be a review for the students, but that is OK! I will provide students with a timeline so they can visualize the difference between these two items. This will prepare students for the productive task part 1. After part 1 of the productive task, I will do another round of useful language preparation for story telling. It is important to remember that this is not a grammar lesson, so T will try not to linger on that aspect.

I have broken down the productive task (speaking) into 2 parts. For the first part students will be presented with two questions that they will discuss in BORs: "Do you agree with the approach of the Danish police officers?," and, "Do you believe a lenient or a tough approach to crime is more effective?." After their time in the BORs, we will come back as a class and share out. For the second part, I will give students some "story telling tips" which will include phrases to start the story, set the scene, and sequence events. Then, T will mention again how the author of the text was surprised by how gently the police treated the boy in trouble. I will then ask them to think about some random acts of kindness that they have either experienced or have done themselves. After the thinking time, they will go into BORs to discuss. They will be expected to use the phrases taught in the story-telling-tips segment. We will return and share out WC.

While students are discussing the prompts, T will be taking notes on errors and on things they did well. Then, as a WC, T will put these items on the board for review.