Vocabulary linked to Crime.
Upper Intermediary. level
To provide clarification in the Lexical set linked to Crime and to practice in speaking for fluency through a debate about Crime.
To practice the receptive skill of reading and comprehension in the context of the Target language.
Procedure (33-48 minutes)
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.
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)
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.
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."
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?"
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.
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.
Encourage a discussion in the group as to their reason for their choices. Explore the most popular and least popular choices.