Dilber Dilber

Identity theft
Upper-intermediate level

Description

In this lesson, students will be listening to the dialogue about identity theft and discuss issues related to this problem. They will also practice their productive skills by making a similar story.

Materials

Abc CD
Abc Identity theft conversation handout

Main Aims

  • To provide gist and specific information listening practice using a text about conversation with a lawyer in the context of identity theft

Subsidiary Aims

  • To practice their writing skills by creating a similar story using the words from listening text. Also, to practice their speaking skills by brainstorming ideas for the plot of the story.

Procedure

Lead-in (3-5 minutes) • To create interest in the topic of the text

Brainstorm by asking questions: How many things do you carry with you that have personal information on them? Do you ever use your credit card on the Internet? If so, what for? Do you think it's totally safe? What can happen to our cards? Do you know anyone whose credit card has been stolen? If so, what happened?

Elicit (5-7 minutes) • to pretech vocabulary that is essential for understanding the text of the recording

The teacher elicits new vocab from students by asking questions: What do we call it when someone uses other person's money or name illegally? Identity theft. Who do we see in these cases? Lawyer. What do we usually seek from lawyers? Legal advice. How do we feel when something like this happens to us? Anxious. Drill pronunciation of new words. CCQ: Is identity theft a good or a bad thing? Bad thing. Who usually gives legal advice? Lawyer Do I pay a lot of money of a little money if I get a huge bill? Am I happy when I find out that someone stole my identity? No. Then the teacher gives the sheet with new vocabulary and definitions to the students. Do I just leave the things where they are or try to do something? Try to do something. What exactly do I do? Try to get a legal advice and check into things further.

Gist listening (4-5 minutes) • To test global understanding of the text

The teacher gives the students sheet with some statements. The students need to tick the things they hear on the CD. Then the teacher plays the recording R3.5. Then the ss check answers in pairs.

Listening for detail (8-10 minutes) • to prompt more intensive listening for details

The teacher asks ss to do task 6b while listening. They need to answer the questions. The teacher plays the recording again. Then the teacher gives 3 minutes to discuss answers in small groups.

Fill-in gaps activity (3-5 minutes) • to help with vocabulary

The teacher gives a task to fill in the gaps with prepositions. This could be helpful later when the ss make a story. Check as a whole class.

Follow-up task (12-15 minutes) • To get students to practice their writing and speaking skills

The teacher tells the students to write a similar story in groups of four. They have to use the new words. One person writes and the others talk about the ideas for the story. The teacher gives 10 min to write a story. If the ss have trouble with ideas, give them the beginning of the story, so they write the ending. For example, Alex is a manager and his wife Jessica is an architect. They have 2 boys ages 10 and 13. All their lives they've been saving money for their children's education. One day the get a call from the bank that their account was overdrawn because they bought Ferrari and expensive clothes. ... After finishing their stories, the ss can read them to the class.

Crossword (5-6 minutes)

If time allows, do the error correction and then give the ss crossword with words related to the material studied earlier.

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