Upper-intermediate level


Main Aims

  • To introduce and provide practice of speaking for fluency in the context of crimes.

Subsidiary Aims

  • To provide practice of language used for taking turns in conversations in the context of crime.


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

Teacher will provide learners with 3 questions within the context of crime where they will discuss them in pairs or small groups via breakout rooms. Teacher will monitor the groups before OCFB (Open class feedback)

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

Teacher will provide learners with a text and a reading for general information task in Google FORMS where learners will read and answer individually. Learners will compare and check answers by pairs or small groups via breakout rooms. Teacher will monitor groups before OCFB (Open Class Feedback)

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

Teacher will show learners 3 phrases and will clarify them in the context of crime: 1. You´re taken out of society. 2. They insist on giving life sentences. 3. Twenty-six states of USA have the three strikes law. Teacher will give learners 2 questions to discuss in small groups via Breakout rooms. QUESTIONS: 1. Discuss about a real-life case that you thought was unfair and why? 2. In this case, you think the three strikes law would´ve been a good deterrent? Why? Or why not? For this discussion learners can use the following phrases: I totally agree with _______ because_________ or I totally disagree with _______ because _______. Learners will be encouraged to use word fillers like: um, right, you know. Teacher will monitor groups and choose good English phrases learners use and errors they make to clarify later in OCFB (Open Class Feedback)

Useful Language (8-10 minutes) • To provide an opportunity to practice target productive skills

Teacher will change practicing groups, so the learners have more practice time with other peers via breakout rooms. Learners will use the same questions, phrases and word fillers. Teacher will note down examples of good language, examples of language need reformulating and errors which need correcting.

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

Teacher will provide feedback on students´spoken output.

Key Answers

GOOGLE FORMS: 1. Does the three strikes law work as a deterrent? YES 2. Where does the term 'three strikes law' come from? BASEBALL RULES 3. Is this law always interpreted in the same way? NO

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