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The truth is out -
Lesson plan

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Preliminary information

Time: 70 minutes??

Level: Upper intermediate

To introduce the set around 'lying'
To give extensive & more intensive reading strategy practice
To give freer speaking practice

That the stds will be interested in the content of the text.
That the language in the text will not be too challenging.

Anticipated Problems and Solutions:
Some of the vocabulary may need to be attended to later on

The article text from the Observer site


Stage 1 - Warmer
10 mins tch<>stds, std<>std, tch<>stds
1. Tell the stds about your weekend or the past couple of days but lie 3 times. The stds have to guess the lies, to tell you when you have finished.
2. Stds in small groups do the same.
3. Feedback - did you guess the lies etc.. who was good at lying?

Stage 2 - Vocabulary
20 mins tch<>stds, std<>std, tch<>stds
1. Elicit & build up the following lexical area on the board - add & change to suit. Mark word stress & part of speech as you go along.

to lie, a fib, a whopper, a pork pie

to tell a lie, to tell a fib....

a white lie, a half-truth

a liar, a compulsive/inveterate liar

to make up the truth

to lie through your teeth, a pack of lies, be a tissue of lies, stretch the truth

2. Stds copy down the vocab
3. Personalise the vocab - give out the following questions:

1. When was the last time you told a white lie?

2. When was the last time someone told you a whopper? What about?

3. Do you know anyone who is a compulsive liar?

4. When is it OK to stretch the truth?

5. What kind of things to children fib about?

4. Feedback - elicit answers & follow up interesting anecdotes.

Stage 3 - Intro to reading
5-10 mins tch<>stds, std<>std, tch<>stds
1. Give the stds the brief article introduction - this could be dictated, done as a running dictation or simply read out.
2. Stds predict the content of the article - put some ideas on the board.

Stage 4 - Reading - general
10 mins tch<>stds, std<>std, tch<>stds
1. Handout articles & stds see if their predictions come up in the article. Gibe a time limit to help them speed up their extensive reading ability.
Alternatively, you might want to work on logical sequencing - the text lends itself quite well to being cut up after each paragraph & the stds have to put it into a logical order - then compare with the original.
2. Stds compare.
3. Feedback.

Stage 5 - Reading - more specific
10 mins tch<>stds, std<>std, tch<>stds
1. Handout the comprehension questions below - individually stds look for the answers.
2. Stds compare.
3. Feedback - discussing anything interesting that come up - what do they think? - their response to the text

Look for the answers to these questions:

1. What are some of the reasons given for people lying?

2. Why is it suggested that people are lying more now than they used to?

3. Who was involved & what were the results of the study that is mentioned?

4. Why might lying seem to be a positive attribute?

5. Why is it suggested that singles on first dates lie?

6. What kind of things do singles lie about?

7. What does the article say about more long-term relationships?

8. Does the article suggest that we are also better at receiving lies?

A couple of considerations:
What about the vocabulary that might crop up? A post-reading task?
And poss. another language focus task - look through the text to see if there are any areas that would be of interest to your stds.

Stage 6 - Follow up activities
20 mins???
Here are a couple of ideas to use:

Discussion: when would you lie? List situation when you think it would be OK to lie to someone.

Nationalities - what is the general attitude to,lying in your native culture? What about other cultures that you know about?

News & history - collate incidents in the past that have made the news due to lying. Rank from most to least serious.

Chatting up - in pairs stds chat each other up, making up new backgrounds for themselves.

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