Fahime Khatib Fahime Khatib

Vocabulary Linked to Crime
Upper Intermediate level


In this lesson, student will be able to talk about different types of crime and relate the stories of crime fluently and accurately.


Abc Flashcards
Abc Handout 2. Question on crime
Abc Handout 1. Picture
Abc Several pieces of paper containing definition of the words

Main Aims

  • To provide clarification in the lexical set associated with Crime and to practice speaking for fluency through a debate about crime.

Subsidiary Aims

  • To practice the the receptive skill of reading and comprehension in the context of the target language and to review the passive voice which is used in the context of Crime.


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

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 your city?" ''Does Esfahan have much crime?'' Then I write on the whiteboard their ideas and elicit definitions.

Test #1 (5-7 minutes) • To elicit from the student different types of crime and their definition and to introduce any unknown in the lexical group.

Through eliciting (defining different crimes for students and ask them to guess what crime matches the definition then I write on the board all the words and definitions that students propose in terms of Crime to use them at teach stage and complete them later.

Teach (10-12 minutes) • Lexis and clarification of definition.

List on WB the complete lexical set of prepared cards. Vocabulary list: Robbery, theft, burglary, mugging, shoplifting, smuggling, kidnapping, fraud, bribery, murder, 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)

Controlled practice (4-5 minutes) • practicing the lexis in the target language.

Through pair work I give them Hand out ( Vocabulary exercise) and get them to discuss their answers to the 5 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? What crime are considered to be violent? What crimes are considered minor?

Free practice • To provide students with speaking practice within the context of the TL and re enforce the use of the TL in authentic output.

Students are supposed to relate a story of crime which they have seen or have heard about. They should do the task individually.

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