Nino Alania Nino Alania

Copy of Vocabulary linked to Crime.
Upper Intermediary. level


Abc Hand out 4 . Lexis
Abc Hand out 3. Questionnaire
Abc Hand out 2. Picture/ question match
Abc Handout 1. Questions on Crime.
Abc flashcards

Main Aims

  • To provide clarification in the Lexical set linked to Crime and to practice in speaking for fluency through a debate about Crime.

Subsidiary Aims

  • To practice the receptive skill of reading and comprehension in the context of the Target language.


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

To introduce and elicit the topic of "Crime" by asking Ss "Why are people put in prison?"what kind of crime you might find in a large city. "Does Istanbul have much crime?" "What kind of crime?" Write on the WB their ideas and elicit definitions.

Pre reading #1 (6-8 minutes) • Lexis and clarification of definition.To elicit from the student different types of crime and their definition and to introduce any unknown in the lexical group.

Through eliciting and then adding any remaining words missing from the TL group by getting students to pick a remaining card and propose a definition if they can. Open the question to the whole group if the student cannot come up with a correct answer. Elicit correct answer. List on WB the complete lexical set of preprepared cards. Vocabulary list: Robbery, theft, burglary, mugging, shoplifting, smuggling, kidnapping, fraud, bribery, murder, arson, vandalism, looting, and terrorism. Clarify meaning through CCQs. " Is murder when you kill someone by mistake?" "In shoplifting, do people pay for the item?" Drill pronunciation, stress on syllables and explore some derivatives ( Robbery- Robber) and synonyms ( Burglary- Housebreaking)

Pre-Reading #2 (5-8 minutes) • Speaking practice in the TL

Split the class in 2 groups and give Hand out ( Vocabulary exercise 1C : Which of the crimes in 1A do you think are...) and get them to discuss their answers to the 3 questions.Ask each group for their collected opinions on the individual questions to encourage a debate. 1) Which is the most/least serious? 2) Most common and least common in your country? 3) Someone you know a victim of crime? Keep this last one short as it could drag off subject for too long.

Pre-Reading Feedback (2-3 minutes) • To ensure that the lexis has been understood and can be used in fluent speech.

Ask students to come up with examples of sentences which include the lexis. Give an example. "There was a robbery at the bank this morning."

While-Reading #1 (3-5 minutes) • To provide students with less challenging gist and specific information reading.

Working in pairs, the students need to match the picture with the corresponding question. (a) Picture of shoplifting boy with (3) Question " Imagine you saw a ten year old boy shoplifting, would you tell a security guard?"

While-Reading #2 (5-7 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks.

Using the Match Picture/ Question from the previous exercise, Students will now individually read the questionnaire and choose one of the options corresponding to their opinion.

Post-Reading #1 (5-7 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned and

Make chart on WB with the breakdown of choices made by the Ss. Ask Ss to raise their hand if they chose (a) etc. Ask on of the Ss to read out the sentence. Get as many students as possible to read out one of the options to practice their reading out loud.

Post-Reading #2 (5-7 minutes) • To provide students with speaking practice within the context of the TL and re enforce the use of the TL in authentic output.

Encourage a discussion in the group as to their reason for their choices. Explore the most popular and least popular choices.

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