Patrick Ward Patrick Ward

B2 level


In this vocabulary lesson ss will use a written text to introduce them to prepositions in the context of identity theft, with opportunity to practise speaking using what they have learned.


Main Aims

  • By the end of this lesson, students will have had the opportunity to practise use of prepositions in the context of identity theft.

Subsidiary Aims

  • By the end of this lesson, students will have had the opportunity to read a written text about identity theft for gist and detailed comprehension, and also to practise speaking with the TL.


Lead-in (5-5 minutes) • To generate interest in the context of the text

T pretends to take a phone call at the start of class. It is soon obvious that T is falling for a scam to give over personal details to someone who will use them for fraud. Conversation example: "Hello? Yes, this is Patrick Ward. Wow, £100 million? Yes, I'll give you my credit card details... [reads out some numbers] I was born on 4th April 1981. Why do you need my Facebook password? No, OK, sure..." etc. After the call I stop as if to realise I have made a mistake. I ask the class to briefly discuss in pairs what I did wrong and what might happen with my information. I elicit a few responses.

Reading for gist (2-3 minutes) • To introduce the text

I try to elicit the term "identity theft" from the class, or I write it on WB. I tell them to attempt to answer the question at the top of the HO featuring the text ("How much is the Versace suit?"). I tell them they have 2 minutes, and after that time I elicit the answer.

Reading for specific information (6-7 minutes) • Ss to further familiarise themselves with the written text

Tell Ss to unfold the next part of the HO and read the text to answer activity 2 individually. FB given through eliciting from WC.

Highlighting the TL (8-10 minutes) • Ss to take note of the verbs and prepositions in the text

Ss told to individually attempt questions 3a and 3b. FB is given to WC by nominated/volunteering students writing their answers on WB. FB on 4b elicited from WC.

Highlight TL 2 (7-8 minutes) • To further acquaint ss with the TL

Ss to individually attempt Q4. FB given with PW. Ans key given after they have done so on HO2.

Clarifying TL 1 (2-3 minutes) • Clarify the pronunciation so learned know how to say it

Elicit from WC, is the preposition a strong form or weak form? Use model sentences still on WB. Drill one or two of them.

Clarifying TL (5-6 minutes) • Clarifying meaning and form of TL in controlled practice

Ss told to attempt Q5 in pairs. ICQ: Do you work in pairs or alone? (pairs) ICQ: Do you write a verb and preposition for each question? (yes) Ss told to unfold HO for ans key.

Language practice (5-7 minutes) • To provide freer oral practice and use the language productively.

Ss told to ask each other questions from activity 5 in pairs. T to monitor each pair to see how they are doing and intervene if there are any difficulties.

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