Amena Zahid Haider Amena Zahid Haider

Intermediate B1 level


In this lesson, this is a receptive skills lesson with reading as the main and speaking as the sub aim. The context of the lesson is lies. Students will read a newspaper article about a new software that will catch written lies. They will be introduced to terms like a lie detector test, white lie and database.


Abc Image
Abc Comprehension activity
Abc Choosing a title

Main Aims

  • To provide gist and detailed reading practice using a text about lies in the context of of how of how to differentiate between truth and lies

Subsidiary Aims

  • To provide fluency speaking practice in a discussion in the context of truth and lies


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

Students will be shown an image of a lie detection test taking place. "What do you see in this image?"/ What is happening here?" "Is this a medical test?" Elicit vocabulary like 'lie' " What kind of a machine is this?" Write "lie detector" "Why do we need it?" [ to find out if someone is lying/ telling a lie]

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

Project the two questions underneath the picture on the board. Ask the students to read the questions and discuss them in pairs. (60 sec) WCF. "what do you think a white lie means?" (Underline white lie in the question on the board) "Do you have an expression for it in Turkish?" "Do you think its ok to tell white lies?"

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

Explain that students are going to read a newspaper article the title of which has been removed. (Project it on the board) They will be given three titles. The class will be divided into groups of three. (group A, B, C etc) They will quickly go through the text and decide which title is the best choice. (3 minutes) ICQs: "Do you have to write something?" [no], "What do you have to do?" [Read quickly and choose a title for the article] After time is up, each group holds up the title they chose. Teacher puts the correct one on the board.

While-Reading/Listening #2 (14-15 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

The students will be asked to read the article again individually. Then they discuss and answer the questions for the next activity in pairs. ICQs: "What do you do first?" [read the article on your own], " Do you have to write the answers?" [yes], "Do you answer the questions alone or in pairs?" [ in pairs] Project the article on the board. After 7 minutes, ask the students if they have the answers. Read out the questions one at a time and ask a student to come up and underline the related information in the article. (Write 1, 2 a,b,c,d and 3)

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

The image of a cartoon character is projected on the board. "Do you know who this is?" [Pinnochio] "Why is his nose so big?" [because he told a lie] "What about real life, when someone lies does their nose become big like pinnochio's?[no] Focus attention to the question and ask the students to work in two groups. Students discuss (1 minute) Write if someone's lying, ........ Each group shares their ideas Keep adding to the statement with different ideas (also serves as error correction)

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