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.

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.

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

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.

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.