Emine Emine

Tp 7 Reading
B2 level


In this lesson, student will read a text about Frank Abagnale First they will have a pre-reading activity which they will focus on some vocabulary that helps to comprehend the text. While-reading , students will find how many different jobs that Frank did as a gist reading. As a detailed reading activity , the students will try to answer the comprehension questions.During post-reading activity , they will work in pairs and discuss some questions.


Abc Handout 1 -2 -3 , Reading text

Main Aims

  • To provide gist, detailed and scan reading practice using a text about Frank Abagnale in the context of living as a fraud

Subsidiary Aims

  • To provide fluency speaking practice in a group discussion in the context of responding the text they have read about Frank Abagnale


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Show ss a picture of Leonardo Di Caprio and ask a few questions about him like : Who is he? Do you like him? Do you watch his movies? Show Ss a picture of Frank Abagnale and know if they know who this is. After that, and ask what can be the connection between these two people. Tell them that they're going to watch a video to answer this question: What do you think is the connection between them? Play the video and ask them to discuss the question with their partners. Nominate a few students to answer the question and ask others if they agree.

Pre-Reading (5-11 minutes) • To prepare students for the text and make it accessible by pre-teaching vocabulary

Target vocabulary is a con artist , fraud , a bad check, pretend and lecturer. To elicit con artist give a definition (someone who lies in order to make people give him money) and ask CCQs such as: Does a con artist always tell the truth or lie? Is it a good or a bad person? To elicit the word 'fraud' use the word 'a con artist' and ask what can be another word for 'a con artist' and ask how we call people who try to cheat everyone and manipulate them. Ask CCQs such as: Do frauds give others money or do they take other people's money ? Do they commit crimes about financial issues or political issues? To elicit the word 'a bad check' tell an anectode. ( Once my father did business with a fraud, instead of paying cash he offered a c______, then your dad went to bank to turn the check into cash but he couldn't because the man gave him a b___ cheque. ) Ask a CCQ: Can you cash a bad check? To elicit the word 'pretend' give ss the definition;to behave in a particular way because you want someone to believe that something is true when it is not. / to fake it. Ask CCQs : Do people show their true feelings while pretending? To elicit the word 'lecturer' ask ss what is another word for teachers who work in universities. Ask CCQs Does a lecturer work in primary school or university? Does a lecturer teach or learn something in university? Write all the words after you asked CCQs , try to elicit the word stress and drill the words, first as a whole class and then individually. Afterwards give ss Handout 1 and ask them to fill in the gaps with the words from the box.

While-Reading #1 (6-10 minutes) • To provide students with less challenging gist and specific information reading tasks

Show ss Handout 2 and ask ss to read the text quickly and answer these two questions how many different jobs has Frank had? What does he do now? Allocate 3 minutes and encourage peer check before WGFB. Give ss handout 3 and ask them to match the events to the cities. Ask them to scan for the cities so that they can find the answers quicker. Allocate limited time and peer check before WGFB.

While-Reading #2 (5-12 minutes) • To provide students with more challenging detailed reading tasks

Tell ss that there are 6 questions on the walls , tell students that they will play a game. One of the ss from each pair will run to the wall, read and memorize the question as fast as they can and come back to their partners and read the question, their partner will write the question and run to read and dictate the other question. When they finish writitng all the questions,tell them to answer the questions individually in 5 minutes. Do peer check , ask each pair a question to read.

Post-Reading (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Regroup students and make them work in groups of three or four. Give them discussion questions and ask them to talk to their partners. Monitor them while speaking and give error correction about vocabulary if you notice. If Time Task: Tell ss to work in the same group and tell 3 things about themselves but one of them will be a lie. Other ss will try to find which one is a lie and then whey will choose the worst liar in their group.

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