Last week a video of a judge from Rhode Island went viral when he asked a six-year old to help him. We all know that a judge must uphold the law, but Frank Caprio went above and beyond by being fair and candid.
Here’s the link: https://www.youtube.com/watch?v=02Y2y2U5ENs
Since my students love talking about what’s going on online, I thought it would be interesting to review conditional sentences and introduce crime vocabulary by using a real court case.
I hope you enjoy the lesson!!
Warm up: Write on the WB the definition of “Judge”
Have your students guess whose noun that definition belongs to
Lead-in: Gap fill exercise (Vocabulary exercise)
Have your students complete the text using the words given. I personally loved this exercise because it would involve all the vocabulary used in a real courtroom and could be easily seen/ used in this particular scene.
Watch the video
After watching the video elicit from the students:
- What was the crime?
- What were the options given by the judge?
- What would you have done in the little girl’s shoes?
- Have you ever been fined?
Then move on to a reading activity which is an article about Judge Frank Caprio and a 5-year-old boy “judging” a case. I’ve prepared two different activities to deal with the vocabulary from the text. For my B2 students I’d use the exercise as a Pre-teach vocabulary exercise. For my A2 students, I’d use as a post reading exercise as it’s a simple matching activity.
You can also take some time to ask your students their opinion on the matter.
- Why do you think the judge invited the boy to his bench?
- How would you feel if you were the father?
- How would you handle the case if you were the judge?
Both the text and the video show examples of conditional sentences type 1 and 2. Elicit from the students examples, if they can’t remember, play the video again and write the sentences on the board.
Once again elicit from your students which one is real and which is hypothetical. Use their answers to manipulate the sentences.
Oral/ Written Practice (Freer)
In order to practice both constructions, I would encourage my students to write down new options for the girl to choose from.
Once again write their answers on the board and use them to manipulate language. In that stage I would introduce “whether, when, as long as” and other connectors that can replace “IF”