Students will be put into pairs and will have a set of discussion cards each. They will keep the cards face down on the table, and one person at a time will pick it up and ask their partner the question. They will compare answers, then share their partner's answers with the class.

Students will be handed the sub heading of the article. They must decide what the article is about and why.

Students will read the text and decide if they were correct in the running dictation task.

Students will first read the statements, then they will look in the text to answer whether it is true or false. After, they will compare answers in pairs, giving justification.

Review the rules by eliciting the rules from the previous lessons. Ask students to give example sentences for the rules they remember. After, in pairs, play the game using the rules. Use delayed error correction for any incorrect sentences.

In pairs, look at the two example sentences in the book. Talk to eachother about the differences between the sentences. Compare answers, then give WCFB.

Keep the answer key on the board. Ask students to match the rules, when finished, compare their answers with their partners. Ask for justification during WCFB.

Students listen to the recording. They then repeat (using drilling) in a fluent tone. Make sure the are linking words correctly and not pronouncing any silent letters as to have a more natural fluency.

Ask students to complete exercise 6A in the student book. Compare answers in pairs. During WCFB, ask students to refer back to the rules to justify.

Students are given a sheet with different questions. They must discuss these questions in detail using the rules they have learned. Use delayed error correction during WCFB.

Ask students to discuss any vocabulary they have learned in the past about crime. Tell their partners. If their partner doesn't know a word, ask them to explain. WCFB.

Ask students a series of questions such as, What do we call someone who steals from a shop? What do we call someone who does graffiti? See what the students may know already. After. have students use a dictionary to check any vocabulary they don't know.

Students complete the fill in the gap exercise (7). Check their answers in pairs and WCFB.

Fill in the table as much as possible without using a dictionary. Work as a group to fill in as much as possible. After they are unable to fill in any more, then allow them to use a dictionary to fill in the rest.

Students are given a worksheet with different situations and questions. They discuss their answers and compare them with their partners. Look for similarities and differences. Allow students to debate their answers during WCFB.

Students are put into a big group of 5. They are each given 2 cards of a crime they have committed each. They are given a couple minutes to think of the circumstance and why they committed the crimes. One at a time, they sit in a chair at the front of the class. They say their crime and the jury (other students) must decide on their punishment.

Students sit with their back to the board and I write one vocab word we used in the lesson. Other students must explain the word without saying it. The team who guesses first, wins a point.