Veronika Veronika

Veronika Oztortop TP8 Reading/Grammar
Intermediate level


In this lesson students will be exposed to the context of lies and liars and will learn how to spot liars, practicing their receptive skills while reading a text for gist and detail. Moreover, the students will review and practice stative and dynamic verbs through guided discovery in the context of the lesson.


Abc English Grammar In Use, Raymond Murphy, 2003, CUP
Abc Straightforward Intermediate Teacher's Book-Macmillan-Lindsay Clandfield (2008)
Abc Straightforward Intermediate Student's Book-Macmillan-Lindsay Clandfield (2008)
Abc Handouts

Main Aims

  • To provide gist and detailed reading practice using a text about liars and how to spot them in the context of double lives

Subsidiary Aims

  • To provide clarification, review and practice of stative and dynamic verbs in the context of lies and liars


Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students

Write Pinocchio and polygraph on the board and ask what connects these two words. This odd question might stimulate their interest. Answer: They are connected by the theme of lying. Ask: Is it usually difficult to understand that a person tells lies? (Yes/No) Say that the Ss are going to watch a short video and give them 2 unknown words to match with their synonyms. shifty - dishonest pinpoint - find out Ask the Ss to watch and to answer a question after it: What is the main idea of the video? Show the video about liars and how to spot a liar. (1 min.) Let the Ss give their response to the question about the video.

Pre-Reading (3-4 minutes) • To prepare students for the text and make it accessible

Say that the Ss are going to read the text. Pre-teach the vocabulary (4 words) stumble (show a picture and ask: What's happened to him? Has he stumbled over a stone? - yes) fidget ( realia) stay still (gestures, walk in the class and ask :What am I doing? (walking) stop, stay still and ask the same question) palm (show the inside part of your hand from wrist to fingers and ask: how do we call it?)

While-Reading/Listening #1 (3-5 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Show the texts and ask to look at the photo and answer the questions: Who do you think the man is speaking to? (To his child) Is he speaking honestly? (He doesn't seem so) WCB Ask to read these two texts and find out what are the main ideas of them. Give the texts. WCF

While-Reading/Listening #2 (5-6 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Ask to read it again (scan it) and answer true/false questions about the text (p.6 ex.2) Pair check. FB: The Ss write their answers on the board. Ask if everybody agrees with the answers?

Post-Reading/Listening (4-6 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Ask to work in pairs and find the words in the text that match definitions. Ex.3 p. 7 1. moving your body nervously (fidgeting) 2. wet because you are hot (sweaty) 3. honest (sincere) 4. wasting time/playing (messing around) 5. depends on something for money (lives off) Give the HO. The Ss write the answers on the board. WCF.

Test#1 (5-5 minutes) • To gauge students' prior knowledge of the target language

Show the HO (ex. 1 p.7) Ask the Ss to circle the stative verbs and to underline the dynamic verbs. Individual work. Pair check. FB on the board. Dynamic: puts on, kisses, goes, feeds, does, buys, Stative: thinks, wants, doesn't know, don't help.

Teach (5-7 minutes) • To clarify areas of the target language where students had difficulty in the first test

CCQs: Which verbs do we use to describe conditions and states? (Stative verbs) Does anyone do anything? (No) Do they describe the permanent things? (Yes) Do they also describe feelings and thoughts? (Exactly) What about dynamic verbs? Do they describe conditions and states? (No) Do they describe actions or things people do? (Yes) Clarify the form. CCQs: Do we use dynamic verbs in Simple Forms? (Yes) Elicit examples from the Ss. In Continuous Tenses? (Yes) Use the same examples to form . Do we use stative verbs in Continuous Tenses? (No). Which forms or Tenses do we use instead? (Simple Forms of the verbs). Project the table of stative verbs and give the Ss he HO.

Test#2 (3-5 minutes) • Check students' use of the target language again and compare with the first test

Show the HO 3. Ask the Ss to work individually and put the verbs into the correct forms. Give the HO. Pair check. FB on the board. 1. doesn't belong 2. am using 3.need 4. does he want 5. is he looking 6. believes 7. don't remember 8. am thinking 9. think, don't use 10. prefer 11. consists

Free Practice (6-8 minutes) • To provide students with free practice of the target language

Ask the Ss to write a paragraph describing the most interesting/ embarrassing moment when they had to tell a lie using stative and dynamic verbs. Monitor unobtrusively. Collect mistakes for the delayed error correction. When the Ss finish, ask to stick their stories on the walls and let them mingle and choose the most appealing / touching story.

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