A selection of English ESL crime vocabulary printables

Culture, intercultural communication, cross-cultural communication

Adjectives to describe feelings, emotions

Adjectives to describe personality and character

Adjectives: Gradable / Non-gradable adjectives

Articles: Definite or indefinite article (a, an or the)

BE + infinitive structures (e.g. he was to become famous)

Clauses of contrast (e.g.  although, while)

Clauses of purpose (e.g. in order to, so that, so as to)

Clauses of reason (e.g. because, because of, due to, as, since)

Cleft sentences (e.g. It's Joey we're looking for)

Comparison: Comparative adjectives and structures

Comparison: Superlative adjectives and structures

Conditional 2 (second conditional) - would

Conditionals: Conditional phrases (e.g. unless, provided that, as long as)

Conjunctions (aka connectives, e.g. and, but, or, so, then)

Contractions (shortened forms, e.g. don't, aren't, etc.)

Determiners (words that can come before nouns)

Formal and informal English (politeness or colloquial language)

Future perfect continuous (progressive) tense

Future perfect simple and continuous (progressive) tense

Future phrases (e.g. be about to, bound to, likely to, due to, set to + INF)

Homonyms (two words with the same pronunciation - homophones and homographs)

It as preparatory subject (e.g. it's raining, it's nice of you to)

Linking verbs (aka copulas, e.g. I am a student)

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how to accuse somebody of something in English

how to apologize, say sorry, forgive and express regret in English

how to ask for information and make inquiries in English

how to ask for something, make requests in English

how to blame somebody for something in English

how to defend yourself from criticism in English

how to deny or admit something in English

how to describe things or people in English

how to emphasize important things in English

how to encourage or discourage people in English

how to evaluate people or progress in English

how to express agreement /disagreement in English

how to express approval and disapproval  in English

how to express cause and effect in English

how to express interest in something in English

how to express likelihood, probability in English

how to express likes and dislikes in English

how to express sequence and chronology in English

how to express shock and disbelief in English

how to express sympathy and condolences in English

how to give permission, authorization in English

how to inform somebody about some news in English

how to interpret what was said in English

how to keep a conversation going in English

how to make guesses about something in English

how to make, accept and refuse offers in English

how to order or make a booking in English

how to persuade, convince people in English

how to praise people and express appreciation in English

how to reassure somebody of something in English

how to refuse and object to something in English

how to remind people of something in English

how to rephrase, paraphrase what was said in English

how to say thank you, express gratitude in English

Nouns: Collective nouns (team, class, family, committee)

Nouns: Proper nouns (names of people, cities, companies)

Oxymorons (phrases with words of contradictory meaning, e.g. living dead)

Participles: Past participle (e.g. HAVING DONE)

Participles: Present participle (e.g. DOING)

Parts of Speech (aka word classes, e.g. nouns, verbs, adjectives, adverbs)

Past perfect continuous (progressive) tense

Phonetics (pronunciation, IPA, phonetic symbols)

Plural nouns: regular plurals with S ending

Prefixes (e.g. A, UN, IM, DIS, MIS, EN, etc. )

Prepositions vs adverbs (e.g. before me, saw him before.)

Prepositions: Double prepositions (e.g. out of)

Prepositions: Participle prepositions (e.g. pending, concerning)

Prepositions: Phrase prepositions (e.g. by means of)

Present perfect continuous (progressive) tense

Present perfect simple or present continuous tense

Present simple tense: S for third person singular verbs

Present simple vs continuous (progressive) tense

Pronouns: EACH OTHER, ONE ANOTHER (reciprocal pronouns)

Pronouns: Possessive pronouns (e.g. my, mine)

Pronouns: Reflexive pronouns (e.g. myself, yourself))

Pronouns: SOMEBODY, ANYBODY, EVERYBODY, NO ONE, NOTHING, etc.

Pronouns: THIS, THAT, THESE, THOSE (demonstratives)

Pronouns: YOU and THEY to talk about people in general

Quantifiers (e.g. some, many, much, any, few, little)

Questions: WH questions (open-ended questions)

Reported speech: reported questions (indirect questions)

There is / there are / there was / there were / there will be, etc.

Verbs: Transitive or intransitive verbs (words that can or cannot stand with objects)

Working with Paragraphs: ordering, titling

Role play, miming, drama activity or improv game

Pictionary (picture dictionary) or picture matching

Writing an opinion essay (persuasive essay)

Learners who are Pre-A1 have just begun learning English and will first learn how to:<ul><li>Say the letters in the alphabet and numbers</li><li>Say hello, talk about names and age</li><li>Name the colors and dates, express likes and dislikes</li></ul>

Absolute beginners who have begun to learn the letters and numbers

Learners taking the A1 Elementary exam should be able to:<ul><li>Introduce themselves and ask and answer questions about personal details such as where he/she lives, things he/she has, people he/she knows.</li><li>Communicate using very basic phrases as long as the other person talks slowly and clearly and is prepared to help.</li><li>Main grammar points to know: common adjectives & adverbs of frequency, going to, how much/how many, imperatives, I'd like, 's – possessive, common prepositions of place and time, present simple & continuous, there is/are</li></ul>

A very basic tourist level, which is enough for buying food and a bus ticket

Learners taking the A2 Pre-intermediate exam should be able to:<ul><li>Understand sentences and frequently used expressions (e.g. very basic personal and family information, shopping, local geography, employment).</li><li>Complete tasks that are routine and exchange information about familiar matters.</li><li>Describe matters of immediate need in simple terms.</li><li>Main grammar points to know: countable/uncountable nouns, adverbs of frequency, future will/going to, much/many, present perfect, past simple, past continuous, common phrasal verbs, common modals: can/should</li></ul>

A tourist who can do basic conversations about the past, present and future

Learners taking the B1 Intermediate exam should be able to:<ul><li>Understand points regarding family, work, school or leisure-related topics.</li><li>Deal with most travel situations in areas where the language is spoken.</li><li>Create simple texts on topics of personal interest.</li><li>Describe experiences, events, dreams, and ambitions, as well as opinions or plans in brief.</li><li>Main grammar points to know: question tags, intensifiers: too/enough, future tenses, past tenses, modals, conditionals, wh-questions in the past</li></ul>

Learners who can deal with both familiar and routine situations, in friendly and work contexts

Learners taking the B2 Upper-intermediate exam should be able to:<ul><li>Understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization.</li><li>Interact with fluency and spontaneity that makes regular interaction with native speakers quite possible without difficulty for either party.</li><li>Produce clear, detailed text on a wide range of subjects and explain an opinion on a topical issue giving the advantages and disadvantages of various options.</li><li>Main grammar points to know: perfect tenses, mixed conditionals, modals in the present, phrasal verbs, reported speech, wish, relative clauses</li></ul>

The level where you can be a tour guide for your foreign friends and talk about a lot of topics, even abstract ones, with ease and fluency

Learners taking the C1 Advanced exam should be able to: Express ideas fluently and spontaneously without much obvious searching for expressions. Use language flexibly and effectively for social, academic and professional purposes. Understand a wide range of demanding, longer texts. Produce clear, well-structured, detailed text on complex subjects, using linking phrases (=words that connect ideas between sentences). Main grammar points to know: inversion, mixed conditionals, modals in the past, all passive forms, phrasal verbs (all patterns), wish/if only for regrets

Learners who can smoothly communicate in every walk of life, read long texts and write well

Learners taking the C2 Proficient exam should be able to:<ul><li>Understand almost everything read or heard with ease.</li><li>Summarize information from a variety of sources into a coherent presentation.</li><li>Express themselves using precise meaning in complex scenarios.</li><li>Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations</li></ul>

Get here and you are ready to study in English at university

Reading tasks to check comprehension of the narration of events and also the specific vocabulary of detective stories. Also prediction tasks for the next chapter

THE BLUE DIAMOND - SIR DONAN COYLE STORY - OXFORD READER

Students put the verbs into their past simple forms and then they listen to the song and complete the gaps. Perfect for crime and criminals type of vocabulary on a b1 level

The Killers - Jenny Was a Friend of Mine

A fun dialogue for kids to practise and do with props. 



Day 1, introduce with key vocabulary such as handcuffs, shield, thief, vault etc.

Day 2, read dialogue and ask key questions to check understanding and develop dialogue i.e. What do the thieves want to steal? Where are they trying to steal from? What could the police use to arrest the thieves? Practice pronunciation and intonation.

Day 3, practise dialogue with props (handcuffs, shield, bag of money, water gun!).



Hope it works! My kids are enjoying it!

Cops and Robbers Dialogue

This worksheet studies the vocabulary pertaining to crime in general. Your students will have to identify 16 words related to crime by their phonetic transcriptions, then they will have to match the words to their definitions.The answers are given on the second page.

Vocabulary of Crime: An introduction to Whodunnits

"The Witness and the Sketch Artist" activity is an immersive role-play designed to enhance ESL students' descriptive language skills. Participants assume the roles of witnesses and sketch artists, focusing on crime scenes to describe and sketch suspects based on memory and detailed observation. This engaging exercise aims to improve vocabulary related to physical appearances and fosters critical thinking as students recall specific details under simulated pressure, making it a practical tool for language acquisition and retention.

The Witness and the Sketch Artist

Vocabulary exercise related to the Episode 16 of SVU, season 14. The objective is to work with the vocabulary realted to crime presented in the episode. The students have to match the words to their definitions.

Crime and punishment

vocabulary review for second learner's year;

"More!" is a EFL learner's book in Austria, this learner's feedback addresses learner's year 2, Unit 2 on crime scenes (e.g. arrest, police, fingerprints, thief) and includes a grammar section on past tense (questions + negation)

Vocabulary Review More! 2 Unit 2

This worksheet delves into the life of John Gotti, using simple yet engaging language suitable for B1 level EFL students. It features a detailed reading passage, vocabulary like "rife" and "lavish," and seven comprehension questions to test understanding. For enhanced learning, there's a section for writing responses based on the text. Additionally, students can scan a QR code provided on the worksheet to access a webpage with extra vocabulary explanations and interactive exercises. This digital resource helps reinforce the learning material, making vocabulary more accessible and engaging for students.

The Gotti Father

Teacher's Guide: Václav Mrázek Reading Activity

Description:
This worksheet is a reading activity designed for pre-intermediate to intermediate English learners (CEFR levels A2-B1), suitable for teenage students. It features a detailed biography of Václav Mrázek, a notorious Czech gangster, highlighting his early life, rise in criminal activities, and eventual capture and execution. The biography aims to engage students with historical context and improve their reading comprehension skills.
Content:
- Reading Passage (Approx. 400 words): Covers Mrázek's life, including his involvement in petty crimes, escalation to more serious offenses post-World War II, his notoriety in the 1950s, and his ultimate capture and execution in 1958.
- **Comprehension Questions (12 in total):** Designed to test understanding and encourage critical thinking about historical events and criminal behavior.

Objectives:
- Improve reading comprehension.
- Expand vocabulary related to crime, history, and law.
- Foster discussions on historical figures and their impact on society.

Usage:
- Pre-reading Activity Discuss World War II and its impact on Europe, focusing on Czechoslovakia.
-Reading Activity: Students read the passage either individually or in groups.
- Post-reading Activity: Answer the comprehension questions and discuss the broader implications of Mrázek's actions and their impact on society.
- Translation Exercise:Use the provided translation activity to reinforce vocabulary learning for Czech students.

Estimated Time:
- Pre-reading discussion: 10 minutes
- Reading passage: 15-20 minutes
- Comprehension questions and discussion: 20-30 minutes
- Translation exercise: 10-15 minutes



Václav Mrázek A czech criminal

This is connected to my PPT - AI - The Moral Panic. It is a breakout task to help students situate the discourse (Moral Panic - The War on Drugs) with the general theme of Moral Panics. They are then asked to go and consider how the current Moral Panic in relation to AI is similar to previous moral panics. It is a group discussion, which ends with a task asking students to find examples of AI gone wrong, who this affected the most, and why dominant groups would want to prevent the general public or certain groups having general access to AI?

Moral Panic - Drugs and Drug Users Are the Problem

Teacher's Guide: Radim Kraviec Reading ActivityDescription:
This worksheet is a reading activity designed for pre-intermediate to intermediate English learners (CEFR levels A2-B1), suitable for teenage students. It features a detailed biography of Radim Kraviec, a notorious Czech crime boss, highlighting his rise in criminal activities, his notoriety in the 1990s, and his eventual capture and conviction.Content:Reading Passage (Approx. 400 words): Covers Kraviec's life, including his early involvement in petty crimes, expansion into organized crime, his peak in the 1990s, and his ultimate downfall and arrest.Comprehension Questions (12 in total): Designed to test understanding and encourage critical thinking about criminal activities and law enforcement.Objectives:Improve reading comprehension.Expand vocabulary related to crime, law, and justice.Foster discussions on the impact of organized crime and the role of law enforcement.Usage:Pre-reading Activity: Discuss organized crime and its impact on society, focusing on the Czech Republic.Reading Activity: Students read the passage either individually or in groups.Post-reading Activity: Answer the comprehension questions and discuss the broader implications of Kraviec's actions and their impact on society.Translation Exercise: Use the provided translation activity to reinforce vocabulary learning for Czech students.Estimated Time:Pre-reading discussion: 10 minutesReading passage: 15-20 minutesComprehension questions and discussion: 20-30 minutesTranslation exercise: 10-15 minutesThis structured activity helps students practice English reading skills while learning about a significant figure in Czech organized crime history.

Radim Kraviec: The Czech Crime Boss

A crime has taken place. The class divides into suspects and police and role play the interviews where the police try to break the suspects' alibis. 

 The worksheet contains descriptions of three crimes. Cut the page into 3 and choose one. Divide the class into groups of two suspects and two teams of police officers. The suspects, who were together at the time of the crime, must agree on their alibi. Meanwhile, the police write list of initial questions. After 5 minutes each team of police has 5 minutest interview each suspect individually. After 5 more minutes swap over and he police ask the other suspect question and try to uncover inconsistencies that break their alibi. At the end the police report back on their findings. Were the suspects innocent or guilty? You can repeat this with another crime and other suspects or get AI to come up with more "crimes" and keep going! It can be fun to suggest that the police play the "good cop/bad cop" routine..

126 Crime vocabulary English ESL worksheets pdf & doc