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Dalya Diker

Reading Lesson - Identity Theft - Upper Intermediate level

Reading Lesson - Identity Theft
Upper Intermediate level

Description

In this reading lesson, students will read a text about identity theft after activating their schemata by a brief discussion regarding the subject. This will be followed by a vocabulary exercise and the lesson will end with personalised speaking practice.

Materials

Text and detailed reading questions (two-sided green)

Controlled Practice

Warmer Questions HO (red)

Image#2 Identity theft

Freer Practice Questions

Answer Key

Image-identity theft

Text and detailed reading questions (two-sided green)

Controlled Practice

Warmer Questions HO (red)

Image#2 Identity theft

Freer Practice Questions

Answer Key

Image-identity theft

Main Aims

To provide gist and detailed reading practice using an advert for a law firm as a text, in the context of identity theft.

Subsidiary Aims

To provide practice of dependant prepositions after verbs in the context of identity theft.
To provide fluency speaking practice in a conversation in the context of crime.

Procedure (31-46 minutes)

Warmer/Lead-in (4-6 minutes) • To set lesson context and engage students

* Project the 3 questions on the WB. * Chest the red HO. 'Can we talk about these questions, in pairs?" * Give them 2-3 minutes for the task and monitor. Collect errors to correct in the end of the lesson. * Elicit a few answers.

Pre-Reading/Listening (4-6 minutes) • To prepare students for the text and make it accessible

* Project identity theft related image on WB * Elicit the meaning of identity theft. Help the Ss by asking the question "Why would you steal somebody's identity?" * Try to elicit police by asking "Who do you complain to when somebody steals your identity?" *"How do you think they find your information?"

While-Reading#1 (3-5 minutes) • To provide students with less challenging gist reading tasks.

* Chest the green HO. Tell the Ss to read the text and find out how many of their ideas are in the text. Instruct them to underline these ideas as they read. -"You have 1 minute." *Project the related slide on WB. * ICQ: "Are we reading slowly?" -No. Elicit the ideas they have predicted. *Ask Ss a few questions such as "Have you ever recieved a phone call by someone who says he is the police?" Keep this short.

While-Reading #2 (8-11 minutes) • To provide students with more challenging detailed reading tasks.

* Instruct Ss to turn the green paper around. * Ask them to read the text again and answer the questions in pairs. ICQ: Are you working alone? -No. This time they have more time for the task. Monitor during the actitivity and provide assistance with possible confusions. * Give them approximately 5 minutes for the task and assess how much time they need according to their answers. * Then elicit the answers for each question, along with their justifications,

Post-Reading (12-18 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

*Collect the green HOs from Ss so 'they can't cheat'. They will get them back after the exercise. *"Fill the gaps with the correct prepositions." * To prevent confusion, elicit a few examples of prepositions from the ss, prior to the exercise. 'Who can tell me some prepositions?' * Give them 1 minute and ask them to work alone. *'Are you working together or alone?' * Monitor for understanding of instructions. * When they finish, ask them to peer check. * Give out answer key during peer checking. *Sum up with a few CCQs: -"Can we use these verbs without the prepositions?' -Yes -"Can we use the prepositions without those verbs? -Yes - "Can we use these verbs with other prepositions?" -No. * Reseat Ss as groups of 3. * "Discuss these questions in your groups." Give each group 1 HO. * Monitor and take notes for errors. * Elicit a few answers for FB for the most interesting questions. * Provide Ss with some error correction.