Owen Carow Owen Carow

Upper Intermediate level


Lesson B: Lexis


Main Aims

  • To introduce and provide practice with collocations about crime in the context of controversial (American court) cases.

Subsidiary Aims

  • To provide practice with phrasal and transitive verbs


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

Have learners talk about 1 or 2 questions related to the topic of the lesson. 1. Did you hear the news about Ruth Bader Ginsberg? 2. Why was RBG so significant in the US? If students are unfamiliar with this news, briefly explain that RBG was one of nine Supreme Court justices, and that her career was very important in promoting women's legal rights in the US. This will lead into the lesson content, about the US court system.

Gist Task (5-5 minutes) • To provide context for the target language through a text or situation

Share the link to the class: https://i.imgur.com/kpJl8v7.png The teacher will select students to read out loud from the link, one student per paragraph. After each paragraph, the teacher will select another student to paraphrase and give the gist.

Intensive Task (10-10 minutes) • To draw students' attention to the target language

The teacher will divide the students into three groups (breakout rooms). Each group will read one case from this link: https://i.imgur.com/n8sG8dz.png The teacher will copy the questions below into the chat, so students know what information they are looking for in the text. Students will have 5 minutes to read and discuss their case, while the teacher moves between breakout rooms to answer student questions. When students return, the teacher will ask each group the following questions. 1. In which US state did the crimes happen? 2. What was the criminal's third conviction for? 3. Did the third crime involve any violence? 4. What previous crimes had the person committed? 5. Is the person still in prison? Finally, the teacher will ask the whole class to comment on which sentence they think is the most unfair, and whether they think the three strikes law is a good deterrent. (Will it stop people from committing more crimes in the future?)

Clarification (10-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Using slides: https://docs.google.com/presentation/d/112cH983cZeoTfAr7JeD98mXddOjKTOAGTmpCZDlIjJk/edit?usp=sharing Click through presentation, prompting students to respond and explain each concept before revealing the answer. Ask students for examples when possible.

Controlled Practice (7-7 minutes) • To concept check and prepare students for more meaningful practice

Using form: https://forms.gle/MymdgQrqaq17jsHi9 Give students 4 minutes to complete the questions, then spend three minutes calling on students to provide the answers.

Free Practice (8-8 minutes) • To provide students with free practice of the target language

Call on students to give their personal response to each question. Encourage students to use the new vocabulary and respond to each other, if time allows. Provide students feedback and DEC before close of lesson, if necessary.

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