Vocabulary and speaking
The main aim is to teach and practice vocabulary related to crimes and criminals, providing controlled and freer practice
The subaim is to practice speaking in the context of crime using storytelling and discussion/debate
Procedure (40-52 minutes)
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.
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.
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.
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.
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.
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.