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Crime sсene (level Intermediate)

ШостакВ. О., НВК«Ерудит», м. Київ

Objectives: to activate the topic-related vocabulary discussing different crimes, to develop students skills in speaking, reading, writing; to enrich pupils knowledge on the topic; to develop their ability to express their thoughts logically.
Aids: computer, work-sheets, CDs, pictures.
Students Book: Success Intermediate.


I. Greeting

Write Crime on the blackboard. In pairs, pupils brainstorm as many crimes as they can. After one minute, stop the students and get feedback from them by asking each pair to tell you a crime they have thought of. Write the crimes on the board as students say them to you. I see that you know a lot of different crimes and it is not surprising because the media provide us with a wide range of news devoted to this sphere of our life.

II. Main Part of the lesson

Ex. 1, p. 84.
1. Refer students to the website and draw their attention to the headlines and the photos. Read through the headlines. Check any words or expressions that students might not know by monitoring round the class. Students match six of the headlines to the photos.
Answers: a 4; b 5; c 2; d 9; e 6; f 8.
2. Write five jumbled words on the board and give the students two minutes to decipher them (Do one as an example so that student have the crime context in mind.)
1) Iiahkingj = hijacking
2) ailj = jail
3) redurm = murder
4) stinglea = stealing
5) hefit = thief
3. Draw students attention to the chart and go through it with them. Referring to the headlines in ex. 1, the task is to complete the chart with appropriate words. Play the recording to check answers as a class. Pause the recording after each crime and criminal to allow students to repeat the words.
4. Divide students into small groups and refer them to the question. After a few minutes, bring the discussion to the whole class and elicit feedback from each group. For further practice of vocabulary related to crime.
5. Tell the students that they are going to hear six news reports about different crimes. They have to choose the correct crime from those listened in ex. 2. Listen to six news reports. What are the crimes?  Choose from the crimes in ex. 2. (Play the recording, pausing after each report to allow students time to identify the crime.)
Ex. 5, p. 84.
1. Read look out box. Then choose the correct verb in the sentences. Listen again and check.
Answers: robbed, questioned, set, broke, stole, arrested.
2. Refer students to the crimes in ex. 2 and ask them to work in pairs to decide which three are the most serious and why. Monitor helping out as necessary.
1. Students think of three things that would be difficult to steal. Ask each pair to tell the rest of the class what they thought of.
2. Ex. 1, p. 85. Look at the text and read it quickly and answer the question. (The man stole a cash machine from a shopping center.)
3. Back to the text and tell them to look at the verbs in blue decide if these action occurred before or after the man walked out of the shopping center (the verbs in blue happened before the man walked out of the shopping centre).
4. Point out the structure of the past perfect tense. It always consists of had / hadn’t + Past Participle. The past perfect tells us that one action happened before another in the past. Therefore it is almost always used if there is another past action that has happened after it. The length of time between the two actions is not important. What is important is that the Past Perfect action is completed before the other action happened. Refer students to the examples and timeline.
5. Ex. 4, p. 85. Complete the sentences using the Past Perfect form of the verbs in brackets.
Answers: 1 had stolen; 2 had run away; 3 had smashed; 4 had caught; 5 had gone; 6 had been.

III. Summing-up

What have you learned today?
What can you do now?
Home work
Vocabulary builder (part 1) p. 132.
Grammar builder 9B p. 120.

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