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TP 3 Bank robbers
Intermediate level


In this lesson ss read about a bank robbery, they read for gist to look for the best title of the article, then, they read for specific information to answer questions about the article. ss learn some new vocabulary in the context of law and order, at the end of the lesson ss write about a possible bank robbery story, as a productive skill and talk about their stories in groups.


Abc Writing HO
Abc Reading HO, gap filling and definitions
Abc Pre-teaching vocabulary
Abc Pictures about vocabualry

Main Aims

  • To provide detailed reading practice using a text about Bank Robbery in the context of Law and order
  • To provide gist reading practice using a text about Bank robbery in the context of law and order

Subsidiary Aims

  • To provide clarification and practice of law and order vocabuary in the context of Bank robbers


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

T shows a short movie about bank robbery to make ss interested in the topic. T asks what do you think this movie is about ? are there any violent actions in the movie? what name suits this movie? T Asks the students to work in pairs tell each other if they think that this kind of action happens in real life?

Pre-Reading (12-15 minutes) • To prepare students for the text and make it accessible

T gives SS HO about the new vocabulary. T gives instructions , ICQs. SS work individually, then they check with their partners for the words they don't know. T elicits the answers. helps with the new vocabulary. ECDW. T does some pronunciation drills. T presents a picture of a THIEF elicits from the SS the plural, THIEVES, what do they do ? Steal things, T asks what is the past participle of steal? (verb 3) STOLEN T sticks on the WB a follow up pictures about the vocabulary , ask the students to look at the pictures and think of possible words that go with each picture.Elicits some vocabulary. T gives SS HO asks them to do exercise 1 in pairs , ICQs, check as a whole class and write the answers on the WB. T changes the pairs. T asks SS to do ex 2 with their new partner, T does the first one to explain how to do it .ICQs. T elicits the answers . writes them on the board. T drills some words with difficult pronunciation (evidence, thieves, sentenced)

While-Reading/ #1 (2-4 minutes) • To provide students with less challenging gist reading tasks

T asks the students to read the article quickly to find the best title.T sets time 1 min. T presents three options on the board. Asks the ss to choose the best headline. The options are : Idiot robbers. A Famous bank Has been robbed. The Jury helps the judge.

While-Reading #2 (13-15 minutes) • To provide students with more challenging detailed reading task.

T asks the SS to read the questions in ex 2 first , then read the article again and try to find the answers in the article, T asks ss to discuss their answers with their partners. T check the answers with the WC get one answer from each pair.

Post-Reading (6-8 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T asks ss to work in groups, asks each group to write a possible story about the the pictures from the previous stage, T asks each group to make their story very interesting for the readers. T the sticks the stories on the board asks the students to get up and read them and vote for the best story by putting a tick next to it. Then T names the winner of the best story. If time, T corrects some mistakes happened while monitoring.

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