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Robbery in a Sweet Shop

Tell learners that this lesson is based on a true story which was reported in The Guardian
newspaper a few years ago. The first stage (steps 1 to 3) involves encouraging learners to
speculate on the story on the basis of a few clues. At the next stage (steps 4 and 5) they a!e
up their own stories to fit the clues. At step 4 learners should ideally wor! in pairs or groups"
but if they are not used to this they could wor! first as individuals" perhaps a!ing up their
story for hoewor!" and then get together in groups to share ideas.
At steps #$% they copare stories. At the end of this they should be !een to and&or hear read
the newspaper story (step 1') to find out what really happened.
1 (rite up on the board)
The *haracters)
A shop!eeper
+er two children
A young an
An eight$year$old boy
The police
The ,etting)
A corner shop in Ashton$under$-ye" .anchester.
The /rops (things used in the story))
A balaclava
A pac!et of ,arties
A plastic bag
A gun
,oe phrases fro the story)
A young an cae in to buy a newspaper
+e pointed a gun at her and told her to fill up the bag
0 pretended to reach for soe oney
They are ta!ing the case very seriously" li!e all cases which
involve a firear" fa!e or not
1 2xplain soe of the words and phrases which ight cause difficulties. A balaclava is li!e a
s!i as!. 0t covers soeone3s face so only their eyes can be seen. Smarties are sall brightly
coloured sweets with chocolate covered in a thin layer of sugar. A fake is soething which is
iitation" which is not real.
3 As! learners what they thin! happened in the story" but do not tell the if their guesses are
right or wrong.
4 As! the to try to guess what happened in the story. Tell the to use as any of the ideas
on the board as they can. The best thing is for the to wor! in pairs or groups and discuss
their ideas. This will give the a lot of spea!ing practice.
5 Tell the you are going to as! soe of the to tell their stories to the class. 4ive the
soe tie to prepare their stories. 4o round and listen as they wor!.
# (hen they have had enough tie to prepare their stories appoint a spo!esperson for each
group. As! the groups to wor! with the spo!esperson to prepare the final version of their
story.
5 As! one of the to tell the story. Try to choose soeone who thin!s the young an is the
robber.
6 As! the others if their stories are the sae or different. *hoose soeone who has a different
story and as! the to tell it. Try to choose soeone who thin!s the eight$year$old is the
robber.
% 2ngage the class in a discussion as to whose story is the ost li!ely.
1' +and out the story for the to read. 7r" if you want the to have soe listening practice
you can read the story out before they read it.
Eight-year-old tries to rob sweet shop.
Manchester police are looking for an eight-year-old boy who attempted to hold up a sweet
shop last night in the suburb of Ashton-under-Lyme.
The boy, who was wearing a balaclava, went into the corner shop and bought a packet of
Smarties for !p. As the shopkeeper gave him his change a young man came in to buy a
newspaper. The boy waited until the man had gone then threw a plastic bag at the
shopkeeper. At the same time he pointed a gun at her and told her to fill up the bag.
"#$m not sure whether he wanted me to fill it with sweets or with money,% said the shopkeeper,
who did not want to give her name. "# didn$t know if the gun was real or not, but it certainly
looked more real than the guns my little boy plays with. # was &uite frightened because # had
my children with me. # pretended to reach for some money, but # pressed the alarm instead.
'hen it went off he turned and ran out of the shop.%
She described the boy as (. metres tall, and dressed in )eans and a dark coat. The police
are asking the public to help. They say they are taking the case very seriously, like all cases
which involve a firearm, fake or not.
1' Language work)
1'.1 Identification
. As! learners to underline all the phrases with to)
tries to rob sweet shop; attempted to hold up a sweet shop; to buy a newspaper;
told her to fill up the bag; whether he wanted me to fill the bag with sweets or
with money; who did not want to give her name; I pretended to reach for some
money; asking the public to help.
1'.1 Analysis. As! the to loo! at these patterns)
PATTERN A
829:
tries
attepted
(not) want
pretended
to
to
to
to
to
829:
rob
hold up
give
reach for
PATTERN B
829:
told
wanted
as!ing
;7<;
her
e
the public
to
to
to
to
829:
fill up
fill
help
-oo! at these sentences. Are they pattern A or pattern B=
a. 0 need to borrow soe oney.
b. (e need soeone to help us.
c. The boy ordered her to fill up the bag.
d. (e always had to get up early.
e. *an you help e to carry these boxes=
1'.3 +elp your learners to organise their !nowledge of verbs followed by to
These are the coonest verbs with pattern A)
agree! appear! attempt! begin choose! continue! decide! e"pect! forget!
happen! hate! help! hope! intend! love! live! learn! mean! plan! prefer! pretend!
promise! refuse! remember! seem start! try! want! would like.
+ow any of these verbs are to do with spea!ing=
+ow any are to do with thin!ing=
*an you find other words in the box which ean the sae as) appear!
attempt! begin! intend! like! want=
These are the coonest verbs with pattern B)
advise! allow! enable! e"pect! help! intend! invite! mean! order! prefer! tell!
want warn (usually warn soeone not to)" wish! would like.
*an you find eight words that are also used with pattern A=
+ow any words are to do with spea!ing=
+ow any words are to do with wanting or li!ing=
1'.4 /ractice)
-ead class discussions based on this)
*hoose either)
Three things you want#would like to do over the next year.
79
Three things you hope#intend#plan to do over the next year.
(rite down the three thing in your boo!. *lose your boo!. ,ee +ow any
things you can reeber.
>ou can listen to a few sentences before learners close their boo!s" then a!e sure they all
have their boo!s closed and lead a class discussion about what people want to do and about
what they hope to do. These sentences will generally be pattern A.
-ead ore class discussions based on this)
*hoose either
Three things your teacher doesn$t allow you to do in class.
79
Three things you would like someone to give you
(rite down the three thing in your boo!. *lose your boo!. ,ee how any
things you can reeber.
Again you can listen to a few sentences before learners close their boo!s" then a!e sure they
all have their boo!s closed and lead a class discussion about what people want to do and about
what they hope to do. All these sentences will be pattern A.
11 Round-up:
As! learners to read the story for hoewor! and be ready to tell the story next lesson. 0t is
useful to build up a repertoire of stories so that in future lessons you can as! learners %ho can
remember the story about & and as! the to tell one of the stories that they have studied.
This is a good way of getting the to reeber the useful language they have encountered.
11 Vanihing word
a) Ta!e a sentence fro the text. ?or exaple)
As the shopkeeper gave him his change a young man came in to buy a newspaper.
b) (rite the full sentence on the whiteboard
1
.
c) As! one or two learners to read it out.
d) 9ub out two or three words)
''' the shopkeeper ''' him his change a young man came in ''' buy a
'''''''''''''.
e) As! learners to wor! in groups of three or four. Tell the to wor! as a group to
recall the sentence. As! a learner to recall the sentence. As! the class if the recall is
correct. 0f they are not satisfied" they can go on guessing until they are content.
f) 9eove ore words)
''' the shopkeeper ''' '''' his '''''''' a '''''''' man ''''' in ''' buy a
'''''''''''''.
g) 9epeat e).
h) 4o on until you have reoved all the words.
>ou can a!e this activity ore difficult)
1 :y choosing a ore coplex sentence)
(anchester police are looking for an eight)year)old boy who attempted to hold up a sweet
shop last night in the suburb of Ashton)under)*yme.
.
1
>ou can use /ower point very effectively for this activity if you have the facilities.
1 :y reoving several words at each stage)
(anchester ''''''' are ''''''''' for an eight)year)old boy ''' ''''''''''' to hold
up a ''''''' shop last night in the ''''''''' of Ashton)under)*yme.
3 :y as!ing learners to wor! in pairs or individually instead of groups of three or four.