Leigh Davidson Leigh Davidson

161202 Bribery and Corruption
Upper-Intermediate, ING1141 Group 2 level


This lesson is a continuation of the "Money and Corruption" LP. Ss will briefly discuss the negative aspects of money, focusing on bribery and corruption and its influential nature. A reading activity will be provided to inspire informal discussion and debate on the differences amongst the various forms that money can be used to influence action and decision. Government committee presentations will also be completed, and assessed, during this lesson.


Main Aims

  • To provide Ss an opportunity to practice their negotiation and persuasion skills, within the context of a government committee with a project that requires funding from an outside source.

Subsidiary Aims

  • To allow Ss the opportunity to become more comfortable speaking and presenting, in English, in a public setting.


Warmer/Lead-in (10-14 minutes) • To set lesson context and engage students

Write on the WB the following words: "GIFT, FAVOR, REWARD, PERK, TIP, BRIBE, HOSPITALITY, and INFLUENCE." Try to elicit from the Ss what they think the definitions are for these words, and the differences between these words. When comparing/contrasting, pair the following words together: Gift with Favor; Reward with Perk; Favor with Influence; Gift with Tip. Ask for some real-life examples when Ss are attempting to define--if they don't voluntarily provide within their description. Pair Ss and distribute the HO on "Bribery and Corruption." Have the Ss match the definitions and decide which situation would fall under which type of monetary action (behavior). Then bring the pairs together for some WC FB. Ask the Ss some follow-up questions, upon completion of the above activities: " 1) Have 'you' ever been given a tip, a gift, or a reward? Have 'you' ever given a tip, a gift, or a reward?; 2) What about favors? How often are you asking for a favor from someone, or someone is asking for a favor from you?; 3) Would you say that there are 'perks' connected to being a student at Yildiz Technical?; 4) Have you ever used the influence of your parents, or maybe your relatives, to help you out in any way?"

Exposure (12-15 minutes) • To provide a model of production expected in coming tasks through reading/listening

Write on the WB BRIBERY and CORRUPTION. Elicit from the Ss what they think defines these two terms. Ask the Ss their general thoughts on bribery and corruption. Do they think it negatively affects a country if bribery is an acceptable means of influence? Try to elicit from the Ss what they think are the differences between 'bribery' and 'corruption.' Distribute a HO on three situations that involve bribery--but not all of them are considered corruption. In pairs, have the Ss identify which situations can specifically be considered an example of 'corruption.' Following discussion, bring the groups together for WC FB. Expand upon the reading tasks with some more questions: 1) Focus on the match-fixing situation. "Does this approach, bribery throughout all parts of the game, take the sport out of sports? Do you know of any other examples of bribery and 'match-fixing' in sports?" 2) Focus on the bribed bus driver situation. "Would you report this bus driver to the bus company for his actions?" 3) Focus on the corrupt politician situation. "İf politics can be bribed, then what is the point of democratic elections and votes?"

Productive Task: Government Committee Presentation Assignment (80-90 minutes) • To provide an opportunity to practice target productive skills

Have the WC present their committee's project, group by group. Instruct the remainder of the class to listen to the presentations and decide which committee they would fund and why. Instruct the presenters to think about ways that they could 'influence' the T's decision to favor their project. "Outside of the presentations that you are about to give, what else could you do (write BRIBERY on the WB) to convince me that your project is worthy over all other projects. We will discuss this once all groups have presented." Elicit from the groups their bribe, following completion of all of the presentations. Group similar committee projects together, to compete against one another with their bribes. Have the WC, not the T, decide which project should be funded the 1 million dollars/pounds/euro/etc. Ss can only vote once and they cannot vote for their own group. A simple head-count should suffice for the deciding vote.

Productive Task: Bribery and Corruption Situations (16-18 minutes) • To provide Ss an opportunity to practice target productive skills

"What happened to the task once I allowed bribery as a means of persuasion. Did that drastically change the rules of the assignment? What if I had informed every group, before the presentations, that 'gifts' and 'favors' would be accepted by their T, and in return, there might be a higher grade for the assignment? How would that have affected the assignment and how groups approached the assignment?" Divide the Ss into groups and distribute a HO on 'Corrupt Situations.' "Last week, I tested you all on how greedy you are. Now I want to test you all on how corrupt you are. Please look at the 7 situations in this HO and decide how you would respond to these scenarios. You can also come up with an alternative response if you have one." Following discussion within the groups, bring everyone together for WC FB. Ask the WC some follow-up questions: "Do you know anyone who has been involved in a bribery situation like one of these?" "Could there ever be a situation when bribery is acceptable and shouldn't be considered criminal? What about a hostage situation?" Wrap up the lesson with a final task. "Think about bribery applied to your education here at Yildiz. In a very hypothetical situation, what do you think you could offer your teacher--how could you bribe your English teacher--to make your life easier?" Have the Ss brainstorm and discuss in their groups and then bring everyone together for WC FB. Write some of the Ss answers on the WB.

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