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To
see the materials used in the plan
Preliminary information
Time: 90 minutes??
Level: Upper Intermediate/Advanced
Aims:
To give extensive & intensive reading
To give freer speaking practice
To expand vocabulary - 'crime & banking' vocab
See the text for any language area that would be worth picking
up on.
Assumptions:
That the subject of the text is topical & the stds
will be interested in it.
That the language in the text will not be too difficult.
Anticipated Problems and Solutions:
Some of the vocabulary may be challenging >> pre-teach
essential items when sinking them in during the first stage.
If you know that one of your students has had problems with
fraud then it might be wise not to do this lesson.
Aids:
'Beat the Cheats' article by Rupert
Jones and Judith Larner, Guardian, Saturday
November 23, 2002
Procedure
Stage 1 - Intro/Sinking in
to theme of shopping & fraud
10-15 mins tch<>stds, std<>std,
tch<>stds
1. Begin a conversation with
the whole class about shopping & Xmas - how much they
have done, still have to do, what they have to by, where they
go etc.
2. Lead on to problems with credit cards & fraud - elicit
the following:
fraud, credit card, ATM withdrawls,
cashpoint, crooks, thieves, victim, tricks......& any
other vocab you think it would be useful for the group to
look at before reading.
3. Elicit different 'scams'
that they have heard about.
Stage 2 - Reading - the introduction
to the article
5 mins
tch<>stds
1. Handout the introduction
& tell them to read it quickly - give one minute.
2. Elicit the main points.
Stage 3 - Reading - the matching:
scams & descriptions
15 mins tch<>stds, std<>std, tch<>stds
1. Explain & show - the
list of section & paragraph headings & the text -
they need to match it all up. Again, as quickly as possible
without worrying about any difficult vocabulary.
2. Activity - go round & monitor & helpp out when
necessary, but not explaining vocabulary - help them to work
out the connections.
3. Stds compare their answers in pairs.
4. Stds, in pairs decide on the top & bottom three most
sophisticated scams. This gets them using the text information,
also working as a check on comprehension.
4. Feedback - go through the answers.
5. Response - ask if they know anyone who has been ripped
off in any of these ways.
Stage 4 - Vocabulary focus
?? mins tch<>stds, std<>std,
tch<>stds
The text is mainly in the present
simple & shouldn't pose much of a problem on a grammar-level
so a vocab focus now would seem a good way to exploit the
text. Some possiblities:
- stds choose five words they
don't understand from the context & look them up in the
dictionary.
- you set the five words they try to discover.
- stds build up a mind map of all the vocab they can find
connected to 'crime'.
Stage 5 - Speaking - response
to the text
15-20 mins
tch<>stds, std<>std, tch<>stds
1. The situation: The stds have
been contracted by a big department store in their country
with the brief to design a list of warnings for shoppers.
In small groups they get a list of advice together based on
the list of different scams. To start them off, give an example.
2. Activity - go round & help. Possibly get one from each
group to check out the other groups' lists & then report
back to add new points to their own lists.
3. Pin up the lists on the walls & stds mingle, reading
each others & maybe voting on the best list.
4. Handout the list from the bottom of the article & see
if any of their points crop up.
5. Discuss the list as a whole class.
A couple of follow up possiblities:
- roleplay between friend who
has been seriously ripped off & a friend who is sympathising
& using past criticism - 'you shouldn't've....'
- letter to the bank trying to get money back that was ripped
off in one of the scams - maybe after the bank had been informed
money still left the account.
To
the lesson material
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