Harriet Sleath Harriet Sleath

TP3 Lexis
Upper Intermediate level


In this lesson students will revise crime vocabulary before reading a short text on unusual crime cases. Students will read different texts and then explain their texts to each other to check understanding. New vocabulary are verbs and preposition phrases and students will use a jamboard to look at form and then pictures and CQs to check meaning. In controlled and freer practice they will practise pronunciation and appropriacy.


Abc Pictures of Texts

Main Aims

  • To provide clarification of verb and preposition phrases. By the end of the lesson, Ss will have learnt and practised 6 verbs with prepositions in the context of crime.

Subsidiary Aims

  • Ss will have also practised reading for gist with short crime cases.


Setting context and topic preparation (Lead-in) (5-6 minutes) • To engage students and encourage them to brainstorm vocabulary.

- T shows the first picture and asks Ss what they think the topic will be - T displays pictures of 2 crimes on the screen and elicits ideas from Ss about what might be happening. - Instructions: Here are 2 pictures with 2 different crimes. What do you think is happening in each picture? - T conducts OCFB and writes any good vocabulary on the screen from Ss’ ideas.

Text-Work – Reading for gist (10 minutes) • To give an initial familiarity with the text

- T shows Ss the 2 different texts - Ss read the different sections of the texts individually and answer the questions (5a) - Divide sSs into 2 groups and put names on the screen - Instructions: We are going to look at 2 short texts about a crime that was committed. Group 1, you will read Case 1 and Group 2, you will read Case 2. You have 4 minutes to read the case and answer the questions on the screen - In groups, students explain the texts to each other using the information from their questions.

Language and Clarification (14-15 minutes) • To clarify meaning of new vocabulary using MFP

- T introduces google Jamboard and Ss work in groups to organise the verbs and prepositions - Instructions: Here you can see some of the words from the cases. Organise the verbs and prepositions together and write the piece of information from the text using the text tool - There will be more than one option. We are looking for the example from the texts. - Ss complete jamboard in b/o rooms. - T checks answers on the screen and elicits the meaning, form and pronunciation. - Using the next 6 slides T asks the CCQs to the group and they answer together. - T revisits MFP during this section

Controlled Practice (5-6 minutes) • To practise new vocabulary and focus on accuracy, meaning and form

- T introduces sentence completion activity (activity 7a, page 29) - Ss read through sentences individually and complete the sentences – they may have to adapt the verb to the correct tense. - Instructions: Complete the sentences by filling in the gap with the correct form of the verb in brackets. Add the correct preposition. - If time, Ss check in pairs in b/o rooms (2 mins) - T checks with Ss with OCFB and shows answers on the screen so Ss can check.

Freer Practice (5-6 minutes) • To practise the vocabulary in a freer way in conversation

- Ss answer the questions together in b/o rooms - Instructions: Now answer the questions together with your partner. Make sure to answer with full sentences and use the verbs with prepositions that we have been practising. - Example: 1. Yes I have, I protested against the increase in university fees in the UK a few years ago. They raised the fees for British students from 3,000 pounds to 9,000 pounds! - Ss talk in b/o rooms. - T conducts OCFB

Feedback • To provide students with feedback and to revise language used

- T conducts DEC to follow up on the productive stage and highlight any errors. - Note on the screen, one or two sentences for Ss to correct themselves

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