Nick Rees Nick Rees

B2 level


English File Upper-Intermediate, Ch9A, "Truth and Lies." Reading 1


Abc English File Upper-Intermediate Teacher's Book

Main Aims

  • To provide gist and detail reading practice using a text about advertising in the context of truth and lies

Subsidiary Aims

  • To provide clarification and practice of advertising vocabulary in the context of truth and lies


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

Lead-in to the class by asking "Who smokes?" In my class we've already jokingly discussed this, and so my students shouldn't find it offensive. There is only one smoker, and he is quite happy with his decision (we discussed this in a class on regrets). In other classes, consider other warmers like showing pictures to elicit the word "advertisement." The show the Luckies image. If you did the "Who smokes" lead-in, elicit the word "advertisement."

Pre-Reading & Sampling (10-12 minutes) • To prepare students for the text and make it accessible

Elicit meaning of "a physician," Use the Luckies image to elicit the meaning of "a physician." CCQ according to Vocabulary Analysis (see materials for more info). Is a physician the same as a doctor? Yes Is a doctor the same as a physician? Yes (not entirely true, you can have PhDs, JDs, etc) Distribute HO1 and have students discuss questions 1-3 in pairs. In relation to just the image. Elicit answers, but do not confirm. Ask *why.* Then do Exercise (b). Students read the first paragraph and check their answers in (a). WCFB.

While-Reading #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading tasks

Tell students to flip over the to the reading if they're not already there. Demo #1 with Luckies and elicit the meaning of "deceived" if necessary. CCQ "deceived" as per VA if necessary (See VA for more info on "deceived") If I was deceived, was someone honest with me? No Did they gain something by not being honest? Yes Then clarify that question A has two answers, as does question B. Then have Ss read the whole article while doing exercise (c). Check in pairs, then write answers on board. Use the whoever wrote the answer as a marker to ask which pairs to ask *where* and *how* they got the answer. Try to use the partner rather than the writer.

While-Reading #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

Instruct student to look at the highlighted words, and that we'll be doing a matching activity in pairs. ICQ if necessary (alone or in pairs?). Then Distribute HO2 Students focus on vocabulary, trying to work out in pairs the meaning of ten words from the text. Monitor for completion, then if time permits have students circle any other words that they didn't know. WCFB the responses, elicit other unknown words, then get another student to provide an answer. Come up with CCQs on the spot for any new words (See VA for anticipated problem words as well as CCQs for the exercise set).

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

Time permitting speed date a series of questions on advertising. Otherwise direct students to look only at the last question, and either speed date or give pairs, then switch pairs. Monitor and clarify any mispronunciations or mistakes. "Speed date" is an exercise where students sit across from each other and ask each other questions. Then one side switches, while another side remains. When this has been done three times, students turn to the person next to them and do the question again. Outside of a mingle, this assures maximum conversation with minimal process. Its advantage over a mingle is that it is more controllable in terms of time per partner and easier to monitor.

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