Robbie Mitchell Robbie Mitchell

Crime online, TP&
Upper-Intermediate level


A productive skills lessons with a sub aim of reading. Ss read an article about online crime (illegally downloading music) and aswer some questions on the article to familiarise themselves with the concept before going on to write their own article.


No materials added to this plan yet.

Main Aims

  • To provide product writing practice of a article in the context of the debate on online crime

Subsidiary Aims

  • To provide gist reading practice using a text about online crime in the context of a news article


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Show class picture from article and article headline. Discuss quickly in groups what they thin kthe article will be about? What sorts of online crime can they think of? WC feedback

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

Introduce Ss to gist question from worksheet. Let them read through quickly so they know what information they are looking for. Give them 2-3 minutes to read the text and answer questions A-C. DIscuss and share answers in pairs Go through as a class

Useful Language (3-5 minutes) • To highlight and clarify useful language for coming productive tasks

Very quickly intrduce "saying what you think". Elicit from class how we give opinions Use PP to show class the structure, " should+passive infinitive" Don't spend much time, last lesson was on the passive with same context.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

Split Ss into pairs and get them to choose one of the two titles from the worksheet to write for a magazine. give them 3-5 minutes to brainstorm as a pair what they will write for the intro, main paragraphs and conclusions. Tell them you want 120-180 words. Task them with writing, on their own the 120-180 words magazine article as explained on worksheet. Point out useful language and phrases. Monitor throughout and keep an eye out for common mistakes, jot them down ready for delayed error correction.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

Ss swap their article with person sat next to them. Read each others articles and discuss Re-group, ask for volunteers to read out their articles, try and get two oppsing opinions at least. Delayed error correction If time finish with class discussion on which title they agreed with.

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