T welcomes Ss and breaks the ice with them. T shows three photos representing three different crimes. (Slide 2) T asks Ss what they can see in the pictures to elicit ideas and to prepare them for peer discussion. T provides Ss with two questions for them to discuss in pairs: Why do you think people commit crimes? Which crime is increasing these days? Why? T assigns Ss to BORs to discuss together. T allocates 3 minutes for Ss to finish. T monitors Ss for content feedback. T welcomes back Ss and checks their thoughts briefly. T elicits the title of the topic from the Ss. Anticipated problems and solutions: In BORs, some Ss might dominate the conversation, not giving the other partner any time to speak. Solution: I will ask them to take turns before assigning them to BORs. I will monitor the BORs to encourage quiet Ss to participate if needed.

T provides Ss with a test in which they should match the word with the correct picture. (slide 3) T reassures Ss that it is fine if they do not know all the answers as it is not a test in a negative way. T asks Ss to try to answer this small test individually first. T sends Ss a link on Google Forms to finish the task, giving the T clear evidence of what Ss know and don’t know. T demonstrates with Ss by eliciting the first answer from Ss. T allocates 4 minutes for Ss to finish the task. After the time is over, T welcomes Ss back and shows the answers for Ss to briefly know what they missed. Anticipated problems and solutions Some Ss might have any technical problem getting to the link. Solutions: I will make sure the slide on my PPT is clear with numbers on pictures to facilitate the choosing task for them. I will ask them to answer in the chatbox.

T starts clarifying the challenging words by displaying the pictures that depict the name of the crime in question. T elicits the name of the crime from the Ss after giving them a clue about it. T asks CCQs to make sure Ss fully understand each name. T drills the pronunciation of the words on a word and a sentence level off screen. T encourages Ss to complete blanks in the examples provided to practice the pronunciation of the word on a sentence level. Anticipated problems and solutions Problems that might arise are tackled in the LA sheet.

T provides Ss with a test where they should choose the correct answer. (slide 13 - Ex 1b) T demonstrates the task with the Ss by eliciting the answer for the first question. T sets 4 minutes for the task. T shows Ss the answer key and answers any concern from Ss about the test.

T provides Ss with five personalized questions to discuss together in the BORs. 1- Have you ever felt unsafe in your city? What happened, and how did you react? 2- Which crime do you worry about the most in your daily life? Why? 3- Is there a place in your city that you avoid because it feels dangerous? What makes it feel that way? 4- If you became the president of your city, what changes would you make to reduce crime? 5- What habit do you usually do to secure yourself when you go out? T assigns Ss to BORs. T allocates 10 minutes in BORs. T monitors Ss for content and language feedback.

T welcomes Ss from the BORs. T praises their effort and the good job they did. T has already taken some notes to discuss with Ss. T starts by displaying correct sentences used by Ss to encourage them to do better. T writes/says the wrong parts and encourages Ss to correct any mistake they find. If the Ss can correct it, it is fine. T makes sure they know the reason behind the correction by asking follow-up questions e.g. why, how? If Ss cannot correct the mistakes, T goes one by one and elicits the correct answer from the Ss, engaging them in finding the correct solution. T praises Ss once again for their performance, applying the sandwich feedback technique.