New lesson plan: it's against the law

Adil

it's against the law - B2 level

it's against the law
B2 level

Description

In this lesson, students will be presented to a range of vocabulary in the context of crime, they will go over meaning, form and pronunciation. at the end, they will be given a questionnaire to fill and discuss it with the class.

Materials

No materials added to this plan yet.

Main Aims

To provide practice of vocabulary in the context of crime

Subsidiary Aims

To provide accuracy spaking practice using a questionaire about honesty.

Procedure (7-45 minutes)

Warmer (1-3 minutes) • To set lesson context for the Ss

Teacher starts by asking student the following questions: - have you ever witnessed a crime one day? - what happened? - what did you do to help?

Lead-in (1-4 minutes) • Engage SS in the topic.

-Teacher projects labeled pictures of crime - T gives students HO 1 and ask them tow work in pairs to put the picture in the right column.(least violent/ most violent) - As a feedback, the teacher asks students for their answers.

highlight the meaning (1-10 minutes) • Expose the Ss to the meaning of crime words.

-Teacher gives students HO 2 which includes a cross-word puzzle. -T asks SS to work in pairs and complete the words for criminals. - T asks SS to check their answers with each other. - T gives an answer key as feedback. -T highlights the difference between the following: Robbery : stealing money from the bank theft: stealing money and things burglary: stealing from houses and flats Shoplifting: stealing from a shop while it is open.

Highlight the form (1-10 minutes) • To calrify how the words are used in their differnt forms.

-SS are given HO 3 which includes a chart of three columns. -T asks SS to work in pairs and fill in the chart with following forms: * Crime /Criminal/ verb. - T asks to check their answers with each other. -As a feedback, T asks to write their answers on the board. -Teacher highlights the different forms in the chart. - T points out that there is no word for a criminal who bribes someone. -T highlights that we say commit fraud, arson, and an act of terrorism. - Tell students that we can also say I was burgled to mean my house was burgled. -Remind SS that the plural of thief is thieves and all the verbs are regular, apart from steal (stole , stolen).

Highlighit pronunciation (1-5 minutes) • To show Ss where the stress occurs.

- Teacher models and drills the following words:. burglary/fraud/bribery/murder/ terrorism. -Model and drill the word families with class ( robbery, robber, rob). - Highlight the pronunciation of thief/ burglar/ burgle/ fraudster

Controlled practice (1-6 minutes) • To provide practice for the Ss

-T gives students HO 4 which includes a gap fill exercise. -T regroups SS and ask them to fill in the gap with the right form of the words. -SS check their answers with each other. - As a feedback, SS go to the next classroom to check their answers.

Speaking (1-7 minutes) • To provide a freer speaking practice to devlop oral fluency on the topic.

- SS are given HO5 which includes a Questionaire and they have to do it on their own. - Students compare answers with each other. - teacher projects the key to find out how honest you are. - Ask the students to tell the class their results