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In this module Ss will explore the topics of crime & punishment, law & order, crime & technology, street art and problems in the community.

Lesson objectives: Overview of module, to listen for specific information

Vocabulary: Types of crime (burglary, robbery, speeding, shoplifting, mugging, arson, pickpocketing, vandalism)

Lesson objectives: To listen and read for gist, to read for specific information, to revise the passive, to talk and write about street art

Vocabulary: Types of art (pottery, carving, painting, computer graphics, sculpting, drawing, graffiti, photography, architecture, print making, collage); Verbs (divide, transform, arrest, exhibit); Phrasal Verb (brighten up); Nouns (steel, concrete, volunteer, crack, bulletproof vest, skip, grating, approval); Adjectives (offensive, neglected, illegal, rundown); Phrases (public opinion, crumbling walls, fair share, worldwide phenomenon)

6b.. Crime fighters .......100-101

Lesson objectives: To listen and read for gist, to read for specific information, to learn the passive, impersonal/ personal structures - make/let; to learn the causative, to learn reflexive pronouns, to act out and write an interview about a job

Vocabulary: Jobs related to fighting crime (judge, lawyer, forensic scientist, police detective, security guard, prison guard, store detective, private detective); Verbs (analyse, arrest, examine, identify); Nouns (scientific method, physical evidence, crime scene, DNA analysis, suspect, fibre, blood analysis, saliva, electron microscope, ultraviolet light, trace, lab, silicon chip); Adjective (distressing); Phrases (solve crimes, in record time, dramatic arrest)

6c Culture Corner ....... ] Ю2

Lesson objectives: To listen and read for gist, to read for specific information, to write a biography about a famous writer

Vocabulary: Verbs (lack, hire, award); Phrasal Verbs

(make up, pass away); Nouns (crime, writer, tutor); Adjectives (well-to-do, conservative); Adverb (verbally)

Lesson objectives: Giving a witness statement, to learn epenthesis

Vocabulary: Sentences (Where and when did you witness the incident?, What exactly did you see?, What happened next?, Can you describe any of the gang?, Is there anything else you can tell us about the incident?, Can I take your address and telephone number, please?)

Lesson objectives: To listen for specific information, to read for understanding, to talk and write about cybercrime Vocabulary: Verbs (hijack, infect); Nouns (virus, worm, account, username, password, provider, directory, spam);

Adjective (expert)

Lesson objectives: To listen and read for gist, to read for specific information, to learn reported speech (statements, orders/commands & questions), to write an interview, to report an interview

Vocabulary: Verbs (steal, squawk, patrol, protect, trace, attend, reach a verdict); Phrasal Verbs (break into, set up); Nouns (parrot, gang of burglars, thieves, DNA samples, donkey, checkpoint, fine, cat, jury service, court, judge, defendant); Adjectives (hungry, guilty, not guilty); Phrases (scratched to pieces, make a quick getaway, sent to prison, (be) sentenced to)

Lesson objectives: To listen for specific information, to relate to and comment on an incident

Vocabulary: Problems in the community (high crime rate, litter in the streets & parks, dangerous drivers, vandalism & graffiti, traffic congestion, piles of rubbish outside houses, lack of green spaces, holes in pavements & roads); Commenting (Oh no! That's terrible!, You're joking! How awful!, What a nightmare!, That's been happening a lot recently. Something should be done!)

Lesson objectives: To write a letter to the editor making suggestions

t f l Is it art?

Vocabulary

AimJTO introduce the topic and present vocabulary for types of art

•Play the recording. Ss listen and repeat chorally or individually.

•Pay attention to Ss' intonation and pronunciation.

•Read out the question and the examples and then elicit further examples from Ss around the class.

Suggested Answer Key

Artwork can be about politics and society. It can be about love, hate or any emotion. It can even be simply what someone thinks is beautiful.

Reading & Listening

2 a) Alin)To describe pictures

Direct Ss' attention to the pictures and ask various Ss around the class to describe each one.

Suggested Answer Key

In picture 1, I can see a (Smart) car covered in what seems to be a brightly-coloured jumper. It fits perfectly and it has many different patterns all over it.

In picture 2 ,1can see a concrete column where the holes and cracks are filled with LEGO® bricks of different shapes and colours.

In picture 3, I can see a wall with a picture of a chimpanzee sitting on a paint tin, wearing a beret and holding a paint roller so it appears like he is painting the wall.

In picture 4, I can see five people gardening at night. They are all holding gardening tools and wearing winter clothes. They seem to be planting flowers.

b)(AimIjTo listen and read for gist

•Elicit how Ss think people may react to each type of art shown in the pictures.

•Play the recording. Ss listen and follow the text in their books and find out.

Answer Key

A Most people's reactions are positive.

ВMost New Yorkers are pleased with the Lego-look.

CPublic opinion is divided. Some find it offensive, while others think he is an important artist.

DMost people approve. Some people see this as a way to bring new life to forgotten spaces.

3 A i m To read for specific information

•Ask Ss to read the sentences 1-7 and give them time to read the text again and mark each one as true or false.

•Check Ss' answers around the class and elicit corrections for the false statements.

Answer Key

1 F (Magda Sayeg started it)

2F (you can see it around the world)

3F (most of them do)

4T - true identity... by mystery

5F (Banksy's work has been exhibited at art exhibitions)

6F (they do it without permission)

7F (no action is usually taken by the public or the police)

•Refer Ss to the Check these words box and explain/elicit the meanings of the words or ask Ss to use their dictionaries and look them up.

Suggested Answer Key

divide (v): to cause people to have different opinions about sth

public opinion (phr): what the majority of the general public think

brighten up (phr v): to make sth more colourful and cheery steel (n): a hard alloy metal used to make buildings and other structures

concrete (n): a very hard building material made from cement, sand, gravel and water

transform (v): to completely change arrest (v): to take sb into police custody

crumbling walls (phr): walls that are falling down/apart volunteer (n): a person who gives their time to help others

crack (n): an opening where a solid object has split apart fair share (phr): a reasonable amount

worldwide phenomenon (phr): a global sensation; popular/ known all around the world

bulletproof vest (n): body armour that is worn to protect from injury from a gunshot

exhibit (v): to put on public display

offensive (adj): upsetting people because they find it rude or insulting

neglected (adj): not looked after for some time

skip (n): a large open metal container for rubbish and unwanted items or garden waste

grating (n): a framework of metal bars covering the opening to a drain

illegal (adj): against the law

rundown (adj): left to decay; in poor condition approval (n): a feeling of agreement/liking/admiration

4(Aim To consolidate new vocabulary

•Explain the task and give Ss time to complete it.

•Check Ss' answers.

5 A i m To consolidate information in a text

•Give Ss time to think of alternative titles for each part of the text.

•Elicit answers from Ss around the class.

Suggested Answer Key

A Cosy covers

ВOne brick at a time

CAmazing art or offensive images?

DFlowers, flowers anywhere

Grammar

6Aim To revise the passive

•Direct Ss' attention to the table. Explain that we form the passive with be + past participle of the main verb.

•Explain that we use the passive to talk about actions when the person who carries out the action is unknown, unimportant or obvious from the context. We also use the passive in formal writing.

•Read out the examples and copy the diagram onto the board. Point out that when changing an active sentence to a passive sentence, the subject in the active sentence becomes the agent in the passive sentence. Explain that the verb changes to a passive form and the object in the active sentence becomes the subject in the passive sentence.

•Elicit examples of passive sentences from the text in Ex. 3.

Answer Key

it is seen, it is considered, were replaced, is now considered, is surrounded, is divided, are made, are planted, is usually taken

A i m To practise the passive

•Explain the task and give Ss time to complete it.

•Check Ss' answers.

8(Aim)To practise the passive

•Explain the task. Give Ss time to complete it.

•Check Ss' answers.

Answer Key

2Bright colours were often used in his paintings.

3300 films were made by him.

4He was shot and nearly killed by an actress in 1968.

5Today, his images are exhibited in the Andy Warhol Museum in Pittsburgh, USA.

Speaking & Writing

9 (A im )To consolidate information in a text

•Ss talk in pairs and tell each other four things they remember from the text.

•Ask various pairs to share their answers with the class.

Suggested Answer Key

Graffiti knitting started in Texas, USA.

The artist who uses LEGO® to repair buildings is from Germany.

Banksy is from the UK.

Guerrilla gardeners plant sunflowers in pavement gratings.

10 (Aim To talk and write about an imaginary situation involving street art

•Explain the task and set a three-minute time limit for Ss to write their sentences.

•Ask various Ss around the class to say their sentences to their partners.

Suggested Answer Key

I would go over and talk to them and ask them how they got involved in guerrilla gardening. I would tell them that I think it is a good idea and that I would like to see more areas of neglected land looking nicer. I would tell them 'well done'.

Crime fighters

Vocabulary

1 A im jT o present vocabulary for jobs related to

•Play the recording for Ss to listen and repeat chorally or individually.

•Ask Ss to read the descriptions 1-8. Explain/ Elicit the meanings of any unknown words and then match them to the jobs A-H.

•Check Ss' answers.

Reading

2 (А|Ц|)то introduce the topic of the text and listen and read for gist

•Ask Ss to read the questions in the text and try to guess the answers.

•Play the recording. Ss listen and follow the text in their books and check if their guesses were correct.

Suggested Answer Key

I don't think his job is like on the TVprogramme.

I don't think he has a typical day because every day is probably different.

I think he uses lots of special equipment and scientific methods such as special lights and DNA analysis.

I think the best part is solving a crime and the worst part is seeing horrible crime scenes.

•Refer Ss to the Check these words box and explain/elicit the meanings of the words or ask Ss to use their dictionaries to look them up.

Suggested Answer Key

scientific method (n): a way of testing sth in science analyse (v): examine

physical evidence (n): proof in the form of material from sb’s body, e.g. hair, skin, etc

solve crimes (phr): to find out who committed an offence in record time (phr): very fast

dramatic arrest (phr): the act of taking sb into custody in a noticeable or surprising way

crime scene (n): the place where a crime took place DNA analysis (n): the examination of a person's DNA (biological code)

arrest (v): to take sb into police custody

suspect (n): a person who the police think may have committed a crime

fibre (n): thread

blood analysis (n): the examination ofsb's blood examine (v): to look at very closely

saliva (n): the liquid in our mouth's

electron microscope (n): a powerful machine that makes things appear bigger

ultraviolet light (n): a blue light that shows things the eye can't see

trace (n): a tiny amount identify (v): to recognise

lab (n): laboratory - place where experiments are done silicon chip (n): a small electronic circuit that can hold a lot of information

distressing (adj): upsetting

3(А|Я|)то read for specific information

•Give Ss time to read the text again and complete the sentences accordingly.

•Check Ss' answers around the class.

Answer Key

1 a forensic scientist (lines 5-6)

2months to solve (lines 9-70)

3area is fibres and blood analysis (line 74)

4hair, blood and saliva (line 20)

5by using chemicals (line 2 7j

6ordinary microscopes, electron microscopes, ultraviolet light and spectrometers (lines 28-30)

7it's wonderful when a case is solved thanks to his evidence (lines 36-37)

4[AimДо consolidate new vocabulary

•Explain the task.

•Give Ss time to complete it.

•Check Ss' answers. Then give Ss time to use the phrases in sentences.

Suggested Answer Key

1 Ben uses the latest scientific methods to solve crimes.

2He says that only TV forensic scientists' cases are solved in record time.

3Ben specialises in blood analysis.

4He examines evidence that is collected from a crime scene.

5He uses ultraviolet light to see tiny fibres.

6Soon he will use a silicon chip to identify DNA.

Grammar

5 [Aim To present impersonal/personal passive structures and make/let

•Read out the examples and revise the passive tenses.

•Explain that when a passive sentence starts with a personal pronoun then it uses a personal passive structure and when a sentence starts with 'it' then it uses an impersonal passive structure.

•Point out that when changing certain verbs from active to passive there are other changes: 'make' changes to 'be made to', 'let' changes to 'be allowed to' and 'think' changes to 'be thought to'.

•Give Ss time to rewrite the sentences in the passive and then check Ss' answers.

Answer Key

7 He was allowed to search the scene of the crime. 2 It is believed that the police will catch the robbers.

3He was made to tell the truth.

4We won't be allowed to examine the evidence.

5It was announced that the police have found the girl.

6Aim To practise the passive

•Explain the task.

•Give Ss time to complete it.

•Check Ss' answers.

Answer Key

1 The robbers were caught with £1,000,000.

2A one-day strike will be held next Monday.

3The missing skiers have been found.

4The new museum will be opened by the mayor.

5A bank robbery was committed yesterday.

7Aim To present/practise the causative

•Direct Ss' attention to the theory and explain that we use the causative to talk about when somebody does something for us rather than doing it ourselves or when something is done to us.

•Read out the examples under the pictures.

•Explain that we form the causative with have + object +past participle. Read out the example in the exercise and give Ss time to rewrite the rest of the sentences.

•Check Ss' answers.

Answer Key

2Ann has had her car stolen.

3We are having security lights fitted outside our house.

4We will have our broken lock repaired today.

5Peter had his house burgled yesterday.

8[A im ]To present/practise reflexive pronouns

•Read the theory aloud and remind Ss that we use reflexive pronouns to emphasise who did an action and to stress that they did it without help.

•Explain the task and give Ss time to complete it, then check Ss' answers around the class.

Speaking & Writing

9(A im )To act out an interview

•Explain the task and refer Ss to the Internet or other reference sources to look up any information about their chosen job they need in order to complete the task.

•Ss work in pairs and complete the task.

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•Ask various pairs to act out their interview in front of the class.

Suggested Answer Key

A:Is your job as a lawyer anything like what we see on TV?

B:Well, mostly no! On TV lawyers seem to go to court straightaway and get through a court case in one day. Some cases take months before they reach the court and some trials can go on for days or weeks.

A:So, what's a typical day like for you?

B:There's no typical day because every case is different.

A:Can you tell me a little about the methods you use?

B:Well, depending on what sort of case it is, I have to check all the facts and interview witnesses and gather information for quite a while before I even enter a courtroom. There is a lot of paperwork involved because everything has to be documented. Sometimes I employ a private detective to gather information and I have associates who also help me

do research for a case.

A:Finally, what are the best and worst parts of your job?

B:Well, it's difficult when it takes a long time to bring a case to trial to get offenders off the streets. On the other hand, it's satisfying when a criminal goes to jail and I have played a role in making the streets safer.

%Culture Corner

1 (Аип)то introduce the topic and listen and read for specific information

•Elicit what Ss know about Agatha Christie.

•Elicit various questions about what Ss would like to know about her and write some on the

board. *

•Play the recording. Ss listen and follow the text in their books and see if they can answer their questions.

•Check Ss' answers on the board.

Suggested Answer Key

I know that Agatha Christie was a famous English crime writer and some of her books have been made into films.

1 Who are her best known characters? (Hercule Poirot and Miss Jane Marple)

2Was she always a writer? (She also worked as a nurse.)

3How many books did she write? (over 66 novels)

(Aim To read for specific information

•Give Ss time to read the text again and mark the sentences.

•Check Ss' answers and justifications on the board.

Answer Key

1 F (American father and an English mother)

2NS (the youngest of three)

3F (she taught herself how to read)

4T (was a shy child)

5F (During the First World War ... got the idea of writing a detective novel.)

6T (according to the Guinness Book of Records ...

best-selling author other time)

•Refer Ss to the Check these words box and explain/ elicit the meanings of the words or ask Ss to use their dictionaries and look them up.

Suggested Answer Key

crime (n): an act or activity that is forbidden by the law writer (n): a person who writes (as theirjob) well-to-do (adj): wealthy, well-off

conservative (adj): traditional in views, not liking change or new ideas

lack (v): to not have enough or to need sth hire (v): to employ

tutor (n): a person who teaches individual students verbally (adv): in words, orally

make up (phr v): to think up or create (fiction, stories) award (v): to give or present (usually a prize or honour) pass away (phr v): to die

3 [ A IIH jTo learn/consolidate new vocabulary

•Explain the task and go over the words/phrases 1-5 with Ss.

•Allow Ss time to skim the text again to find the correct answers.

•Check Ss' answers around the class.

Answer Key

1 someone who investigates crimes: detective (1.2)

2pretty wealthy: well-to-do (1.6)

3teacher: tutor (I. 10)

4a book of fiction: novel (I. 18)

5invent: make up (I. 13)

4 ( A W I) TQ consolidate information learnt from a text

•In pairs, Ss tell their partner four things they learnt about Agatha Christie.

•Monitor Ss around the class and then have various Ss tell their answers to the class.

Suggested Answer Key

1Agatha Christie's father was American.

2She never attended school and taught herself how to read.

3She worked as a nurse in a hospital.

4She has sold over four billion books.

5 AimJTO write a biography about a famous writer from my country

•Explain the task and elicit names of writers from your country and write them on the board.

•Ask Ss to work in pairs.

•Refer Ss to the Internet or other sources of reference to look up information.

•Give Ss time to collect their information and write their biographies. Ask various Ss to present their biographies to the class.

•Alternatively, assign the task as HW and ask Ss to present their biographies in the next lesson.

(Ss'own answers)

Everyday English

AimjTo read for gist

Direct Ss' attention to the texts and give them time to read them through. Elicit what each one is about.

Answer Key

A - is about a mugging В - is about a vandal

2 a) & b) (А 8т ) то present situational language, to read for key information, to listen and read for gist

•Play the recording with pauses for Ss to listen and repeat chorally or individually.

•Pay attention to Ss' intonation and pronunciation.

•Elicit which report the sentences match.

•Play the recording. Ss listen and follow the dialogue in their books.

Answer Key

The questions match report A.

з [Aim)TO identify synonymous phrases in a dialogue

•Read out the phrases and give Ss time to find alternative phrases in the dialogue that have a similar meaning.

•Check Ss' answers.

Answer Key

What did you witness1 - What exactly did you see? What took place after that? - What happened next?

Did you see what any of the gang looked like? - Can you describe any of the gang?

Not really. - No, I don't think so.

I appreciate your help. - Thank you very much.

Pronunciation

4Ailtl To present epenthesis

•Read out the theory box and play the recording as many times as necessary and elicit the extra sounds in the words.

•Check Ss' answers as a class.

Speaking

5Aim TO practise role playing

•Explain the situation and ask Ss to work in pairs and act out a dialogue using the diagram as a guide.

•Remind Ss to use phrases from the dialogue to help them complete the task.

•Monitor the activity around the class and then ask various pairs to act out their dialogues in front of the class.

Suggested Answer Key

A:What's your name, please?

B:John Jones.

A: OK. Now, where and when did you witness the incident, Mr Jones?

В: I was coming out of the bank on Shortland Street last Friday at around 2 pm.

A: What exactly did you see?

В: I saw a masked man throwing glass bottles and rocks at the Town Hall.

A:What happened next?

B:He broke two windows and then he ran away.

A:Can you describe the man?

B:He was tall and he was wearing dark clothes. He was wearing a mask.

A:Ok. Is there anything else you can tell me about the incident?

B:Erm ... No, I don't think so.

A:Can I take your address and telephone number, please?

B:Of course. My address is 12, New Road and my

telephone number is 658369.

A:Thank you very much.

B:You're welcome.

СЛ Crime & Technology

Vocabulary

1Aim)To generate relevant vocabulary

•Read out the examples and write the headings Pros and Cons on the board and ask Ss to copy them into their notebooks.

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•Give Ss one minute to think of as many benefits and drawbacks related to the Internet as possible and write them in their notebooks under the headings.

•Ss compare answers with their partners. Then check Ss' answers on the board and Ss copy all the answers into their notebooks.

Answer Key

Pros: use email, chatrooms and social networking sites and webcams, download pictures, music, etc, upload information, talk to people

Cons: a lot of false information online, it's easy to get distracted and lose track of time, a lot of unsuitable material

2 [Aim To introduce topic-related vocabulary

•Read the dictionary entry aloud and explain/ elicit the meanings of the rest of the words, referring Ss to their dictionaries.

•Then elicit how the words are related to the topic of cybercrime.

Answer Key

hacking: breaking into a computer system to get information

identity theft: the act of falsely claiming to be someone else

illegal downloading o f music/films, etc: downloading copyrighted material without paying for it

online credit card fraud: using someone else's credit card to buy things online

phishing: a way of tricking Internet users to give personal information by pretending to be a trustworthy website/ email etc

spreading computer viruses: knowingly infecting other people's computers with a computer virus which can delete information, corrupt files or crash their computer

All these things are types of cybercrime.

Listening

3Aim !TO listen for specific information

•Read out the types of cybercrime A-D and explain/elicit the meanings of any unknown words (e.g. phishing: getting people's usernames, passwords and credit card details by posing as a trustworthy communication from a website or online payment processor to trick the user, email spam: when advertisers send unsolicited bulk messages to people by email).

•Play the recording. Ss listen and match the speakers to the crimes.

Suggested Answer Key

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Reading

4[Aim]To prepare for a reading task

•Read the Study Skills box aloud and then ask Ss to copy the chart into their notebooks.

•Read the title of the text aloud and then direct Ss to complete the first two rows of the chart.

•Check Ss' answers on the board.

Suggested Answer Key

Aim To read for general comprehension

•Explain the task and ask Ss to read the headings. Allow Ss time to read the text.

•Ss complete the task. Check Ss answers. Ask Ss to justify their answers.

Answer Key

1 C (highly intelligent...break into computer)

2D (when creating an email account)

3E (Most people... their own fault)

4В (Don't open my emails... delete them instead)

•Refer Ss to the Check these words box and explain/elicit the meanings of the words or ask Ss to use their dictionaries and look them up.

Suggested Answer Key

hijack (v): to take control without permission

virus (n): a computer program that can negatively affect the use of your computer

expert (adj): skilled, experienced

infect (v): to cause (computer, file) to stop working properly worm (n): a harmful program that copies itself and damages your computer

account (n): a formal arrangement between a provider and a client where you can access the Internet, email, social networks, etc.

username (n): the name used to identify sb on a computer or online

password (n): a secret sequence of letters or numbers that gives you access to computer accounts

provider (n): supplier, sb who gives you sth you need directory (n): a list of names, emails, telephone numbers, etc of specific people or companies

spam (n): unwanted email usually in the form ofadvertising

(Aim)To consolidate new vocabulary

•Explain the task and give Ss some time to complete it.

•Check Ss' answers.

Answer Key

1 show: indicate

2unpleasant: nasty

3access illegally: break into

4causing pressure: harassing

5quick searches: scans

6collection of different things: combination

7 a) A im lTo consolidate information learnt from a text

•Refer Ss back to the table in Ex.4 (in their notebooks) and ask them to complete it and compare with their partner.

•Check Ss' answers.

Suggested Answer Key

b)(Aim To summarise information in a text

•Give Ss time to use their answers in Ex. 7a to write a summary of the text. Remind Ss to stick to the word limit.

•Ask various Ss around the class to read their summary to the rest of the class.

Suggested Answer Key

Hackers are highly intelligent computer programmers who can easily break into your computer and steal data or infect it.

When creating an email account, don’t use your own name or date of birth as your username or password and never save your password on your computer. Don't open any email or attachments from people you don't know unless you use an antivirus program.

Also, never reply to any spam mail or offensive messages.

8(A|IW)TO give a presentation on cybercrime

•Divide the class into small groups and give Ss time to look up information on cybercrime on the Internet or by using other research sources and make notes.

•Ask various groups to use their notes to present their information on cybercrime to the rest of the class.

Suggested Answer Key

There have been a number of famous cases involving cybercrime ever since people first started using computers. For example, in the 70s a bank clerk at the Union Dime Savings Bank in New York stole over $1.5 million from hundreds of accounts. The most famous time a government computer was hacked was in 1983 when a 19-year-old student broke into a Department of Defence communications system. One famous virus is the Melissa virus from 1999 that was spread by email and automatically sent itself to everyone in the computer's address book. Finally, in 2000 a hacker who called himself MafiaBoy attacked all sorts of large companies such as Yahoo, Amazon.com, Dell, eBay and CNN and made their websites unavailable to their customers. Fie was caught and charged with accessing 54 computer illegally and committing mischief to data.

Law Cases

Reading

1 [A im jTo predict the content of the text using key words and to listen and read for gist

•Read the rubric aloud.

•Refer Ss to the Check these words box and explain/elicit the meanings of the words or ask Ss to use their dictionaries and look them up.

Suggested Answer Key

parrot (n): a brightly-coloured bird

gang o f burglars (n): a group of thieves who break into houses

break into (phr v): to force a way in

steal (v): to take sth that doesn't belong to you scratched to pieces (phr): injured by nails or claws make a quick getaway (phr): to escape quickly from the scene of the crime

squawk (v): (for a bird) to make a loud noise

patrol (v): to walk around a place to make sure it's safe protect (v): to keep sb/sth safe

trace (v): to find sb after looking for them

thieves (n): a number of people who steal for a living DNA samples (n): small amounts of genetic material hungry (adj): feeling the need to eat

donkey (n): a four-legged mammal similar to a horse sent to prison (phr): put in jail

set up (phr v): to start sth, put it in place

checkpoint (n): a barrier where security check people coming in/outofan area

fine (n): an amount of money to pay as punishment

(be) sentenced to (phr): (be) given ajail term as punishment cat (n): a four-legged feline animal

jury service (n): a period of time to be spent on a jury in a court case

attend (v): to go to an event

court (n): a place where trials and court cases take place judge (n): a person who oversees trials and court cases defendant (n): the person who is accused of sth in a law case

guilty (adj): having committed a crime

not guilty (adj): not having committed a crime

reach a verdict (v): to make a decision in a court case (referring to ajudge orjury)

•Elicit Ss' guesses as to what the texts are about.

•Play the recording. Ss listen and follow the text in their books and find out.

Answer Key

Text A is about a parrot that helped to catch a gang of burglars.

Text В is about a donkey that committed a crime. Text C is about a cat that was called to do jury service.

2 a) [AimJfo read for key information

•Explain the task. Give Ss time to read the text again and complete it.

•Check Ss' answers.

Answer Key

b)(Aim To read for specific information

•Ask Ss to read the questions 1-5.

•Give Ss time to read the text again and write the letter A, В or C next to each question.

•Check Ss' answers around the class.

Answer Key

3SA im iTo consolidate new,vocabulary

•Explain the task. Give Ss time to complete the task.

•Check Ss' answers around the class. Ss should justify their answers.

4Aim ITO consolidate new vocabulary

•Give Ss time to complete the task and check in their dictionaries.

•Elicit answers from Ss around the class.