**Introduction: **

These are activities for students to introduce crime idioms. Students match the idioms with their definitions, complete the sentences with the missing expressions, rate the crimes, answer questions about crime and interview their classmates.

**Level: **C1

**Time:** 60 minutes

**Objectives:**

- To introduce crime idioms.
- To match the idioms with their definitions.
- To rate the crimes from the most to the least serious one.
- To answer questions containing the target language and interview a classmate.

**Materials (Click on the worksheet below to download the PDF file):**

- All rise please Worksheet
*, *one per student.

**Procedure:**

- Put students in pairs and ask them to discuss the following questions:
*What do you think the most common crime in your country is? Should police in your country be more strict or less strict? Do you think criminals can change? What crime would you commit if you could get away with it?*
- Hand students
*All rise please Worksheet.*
- Ask students to cover the definitions on the right and in pairs see how many idioms they could define before they match the expressions to the definitions provided. I found my students could accurately predict at least half the expressions given.
- Individually, students now match the idioms 1 to 11 to the definitions provided.
- When the students have finished, they compare their answers with a partner.
- Check the answers as a class.
- Next ask students to complete the sentences 1- 11 with the missing idioms.
- Check the answers as a class.
- Individually ask students to underline and rate the crimes in 1-11 from the most (1) to the least serious (11) one and then discuss their choices with their classmates.
- Now students individually answer the questions 1-11 (in RANDOM order and in as little detail as possible (Exercise 2).
- Once the students have finished ask them to cut the paper along the dotted line and give the sheet with JUST their answers to their partner.
- In pairs students now interview each other, e.g. Student A:
*Why did you write plenty of time to read in number 1? *Student B: *Because it is one of the advantages of doing time. *Encourage the students to ask additional questions to obtain more details.
- After a few minutes ask students to switch partners and repeat the exercise. Repeat a few more times to make sure students recycle the expressions and use them in a variety of contexts.
- At the end ask students if they have spoken to anyone whose answers were identical to theirs.

**Fast finishers:**

- I asked my students to invent a crime and agree on the main points, e.g. a man was killed by his wife who found out he had been cheating on her with her best friend. Individually or in pairs students now write a police report describing the incident in great detail and using the expressions studied.

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