Sıdal Acar Sıdal Acar

Examples: Integrated skills- reading and speaking; talk about different crime types.
Examples : Upper Intermediate - B1 level


In this lesson, I engage the students by warming up to talk different crime types by showing a video with pictures inside it and elicit from the students to understand and clarify the meaning of the words and phrases before starting to read the context about crime.


Main Aims

  • To ask the students one or two questions about the pictures to relate the vocabulary that is going to teach ın the context
  • To provide
  • To provide gist reading practice using a text about The list of crimes . in the context of The gentle touch

Subsidiary Aims

  • By showing the picture in the context that the what can be the possible interpretations of understanding the pictures at the below page 31
  • To provide fluency speaking practice in a Examples ; role acting , conversation in the context of Examples : Crime , illegal or legal activities, judgement.


Sıdal Acar (35-45 minutes) • To elicit the meaning of crime types in a reading context.

Stage 1: Warm up. (3-5 minutes.) To engage the Ss by asking them questions of what they see in the Ohp. To introduce the topic of the lesson and make the context of the lesson interesting for the Ss to predict what is happening in the picture on course book. Put SS into pairs, walk into class, receive their prediction about the crime types which are a problem or not a problem in their country. What is the name for this? What are these people doing? Why are they there? Can we see this photo as a crime? Which is the most terrible crime? Work in pairs and make a list of crimes that they know in their country. Stage 2: (10 minutes.) Focus Ss to attention on the picture and elicit what's happening. Reading for gist: To tell your Ss to read the context quickly just to take the general idea of the topic and monitor them to find the answer. Stage 3: (6 minutes.) Reading for detail. Put Ss into pairs, This time read the context very carefully to get a detailed information about the topic. Give them comprehension question. Ex. 3a. Allow time for Ss to read and answer the questions. Once everyone has finished, you could walk around the class to check their errors. Monitor and help if necessary. Change partners seat to check their answers in pairs. Stage 4: (6 minutes.) Controlled practice: Put Ss into pairs. To draw Ss attention to the words and phrases in Ex. 4 which is related with the reading passage. Once they start predicting the answer, call some of Ss to the board to right the correct answer. Monitor and help if necessary. Stage 5: Vocabulary. (6 minutes.) Match the words with the meanings. Show them to use the context to find the answer. Groups check each others answers. Stage 6: Speaking. (6 minutes.) To provide a control speaking practice (after aims completed) in order to demonstrate the pronunciation of vocabulary and develop productive skills in general. Posted some of the key words in the context on the white board to show the words stress. Call Ss around the white boards to see their pronunciation mistake. Read each word to Ss and repeat the sentence to drill (matching exercise and gapping exercise) Stage 7: Feedback. (6 minutes.) To check if the Ss understood the lesson. Get students to discuss the following questions in Ex. 6. Monitor and help if necessary. Handout the answer for Ss to check.

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