christel sirocchi christel sirocchi

Vocabulary and speaking
upper-intermediate level

Description

In this lesson, SS will learn and practice vocabulary related to crime. The teacher will introduce the topic by asking the students to share with their partner something that they do but they are not proud of, something they are not supposed to do or something dishonest. The teacher will ask SS if they consider themselved honest or dishonest, and then give SS a questionnaire about honesty. Upon completion of the questionnaire, the teacher will elicit the word crime, the topic of the lesson, and will invite SS to reflect on the words in the text that are related to crime. The teacher will elicit more words related to crime and clarify meaning, form, and pronunciation. SS will practice the target language in a classification exercise (controlled practice) and a speaking task (freer practice). For each crime word, the teacher will elicit the corresponding verb and criminal word, and will again clarify meaning, form and pronunciation. SS will practice the target language with a matching exercise, a sentence completion exercise and another speaking task. If there is time, SS will be engaged in a debate about a controversial topic related to crime.

Materials

Abc HANDOUT 3
Abc CUTUPS 1
Abc HANDOUT 2
Abc SPEAKING CARDS 2
Abc HANDOUT 1
Abc SPEAKING CARDS 1

Main Aims

  • The main aim is to teach and practice vocabulary related to crimes and criminals, providing controlled and freer practice

Subsidiary Aims

  • The subaim is to practice speaking in the context of crime using storytelling and discussion/debate

Procedure

STAGE 1 - LEAD IN (4-6 minutes) • to introduce and discuss about the topic of honesty / dishonesty and set the context for the following reading activity

Introduce the topic of honesty/dishonesty. Ask SS to think about something they do even if they shouldn’t, something dishonest, something they are not proud of. Ask individual S to share something about their speaking partner. Ask SS if they think they are honest or dishonest.

STAGE 2 - CLARIFICATION of VOCABULARY (8-10 minutes) • to elicit and/or teach vocabulary of crime and to clarify its meaning, form and pronuciation;

Pass out HANDOUT1. SS complete a questionnare about honesty and calculate their score. SS show their score to other SS and SS are divided in small groups based on their score. Refer to one of the situation described in the questionnaire and elicit the expression ‘against the law’ and ‘crime’. Have a look at the situation n3 The child takes something from the shop without paying. Is it something we can do in our society? Or it is against... the law How do we call something that is against the law? A crime And what’s the verb we use with crime? I do a crime..(no) I make a crime …(no) I commit a crime. Write crime in the centre of the board. Ask SS to find two crime words in the questionnaire (theft and shoplifting). Clarify meaning and practice pronunciation by drilling the entire sentences. Ask SS to discuss in groups and brainstorm other crime words. Collect answers from SS one at a time. For each correct word elicited the SS clarify meaning with CCQs, clarify form and practice pronounciation by drilling. Elicit the words SS didn’t mention by making examples, setting contexts, miming. Clarify meaning with CCQs and practice pronounciation by drilling. Highlight the difference between theft, robbery, burglary, shoplifting.

STAGE 3 - VOCABULARY PRACTICE (10-12 minutes) • to provide controlled and freer practice of crime vocabulary introduced in the previous stage

SS work in small groups. Pass out Handout 2, one for each group. SS keep it folded. Set certain criteria and ask SS to find what crimes satify the criteria. FB is provided as WC, one S from each group write the answer on the board. Criteria: crimes committed on people crimes committed on things crimes that involve money crimes that involve stealing money crimes that endanger the victim’s life Give SS the SPEAKING CARD1 Ask SS to briefly discuss in groups about the the crimes in their country and what is the worst crime among the one mentioned.

STAGE 4 - VOCABULARY CLARIFICATION (8-10 minutes) • to clarify more vocabulary items related to crime

Elicit the words ‘criminal’ and ‘victim’. I commit a crime, I am a .. criminal I commit a crime against you (I kill you) I am the criminal, you are the … victim. SS unfold the HANDOUT2. SS work in group to complete the second column (criminal). Groups exchange handouts to check other SS’ answers. FB at the board. Highlight the suffix. SS work in group to complete the third column (verb). Groups exchange handouts to check other SS’ answers. FB with answer keys. Practice pronounciation by drilling of problematic words. Point out that the verb to steal is irregular (steal, stole, stolen) and that the plural of thief is thieves. Give HANDOUT3 to each S with all the forms.

STAGE 5 - VOCABULARY PRACTICE (6-8 minutes) • to provide controlled and freer practice of crime vocabulary introduced in the previous stage

Pass out Cut ups 1 Ask SS to work in small groups and match phrases. Answer keys as FB. Practice pronounciation by drilling the entire sentence. Ask SS to mix the cup ups, each S pick one and try to complete the sentence. Give SS SPEAKING CARDS2. Change partners and discuss again if there is time.

STAGE 6 (EXTRA) (4-6 minutes) • to practice speaking in the context of crime

SS debate about a controversial topic: is murder always wrong? or it can be justified in some cases. Divide class in 2 groups, each group supports one position. SS discuss about the argument to support their position. Then each student from a group debate with a student from the other group.

Web site designed by: Nikue