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TP1 - Speaking in the context of honesty
Upper-Intermediate level


In this lesson, students develop their conversation fluency skills relying on the subject of honesty in different contexts along with the use of second conditional. After engaging in small group discussions about their own personal experiences, students continue with a speaking activity. A questionnaire about honesty is used to encourage students to talk more about the subject. In small groups students share their ideas by using their own notes about their answers. Finally students check the answers and communicate their ideas with the whole class and the teacher.


Main Aims

  • To provide fluency speaking practice in a debate in the context of honesty

Subsidiary Aims

  • To provide review vocabulary related to crime


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

After introducing myself, the students are reminded that the context of the previous lecture is crime. To make a small review about the vocabulary related to crime, crossword activity is set to support their previous knowledge . Students check answers. If needed, the instructor clarifies vocabulary and corrects pronunciation. It is clearly stated that the context which will be dealt in this lesson is honesty.

Preparing to speak (8-10 minutes) • To provide a model of production expected in coming tasks through speaking

The instructor provides ideas to speak about. For instance she gives positive and negative examples related to honesty. Depending on her personal experience, the instructor gives an anecdote e.g when she was not honest and when she was very honest. The students are given sufficient time to think about their examples. Within the given time, the learners are expected to organize their ideas and take short notes. Then in small groups learners will share their experiences with their classmates in small groups. Later on, few of the students who are willing to tell their experience, narrate their story.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

Before starting with the speaking task, 5 or 6 words are taught to the learners to make the speaking task material more understandable.

Speaking Task (18-20 minutes) • To provide an opportunity to practice target productive skills

This stage enables the learners to practice their oral fluency skills by giving answers to a questionnaire based on 10 different scenarious about honesty. The learners are put into small groups and they take short notes of their groupmates' answers. They discuss their answers and see whether they agree with the same answers or not. The instructor rearranges the groups and the students interact with new people and encounter with new point of views.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

The learners check the answers to the questions. Since there is no correct answer in this questionnaire, the main aim is to create a class discussion to think more in depth about the subject (honesty) and to elaborate the conversation.

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