Lucy Lucy

Listening and speaking - "Faking it"
Intermediate level

Description

In this lesson, students will practice their listening and speaking skills in the context of lying. They will be pre-taught some essential vocabulary, practice using the vocabulary in speech and then listen to a body language expert talk about lying. They will then have some free practice time to practice their speaking.

Materials

Abc Picture Print Outs
Abc Handout "Faking it"

Main Aims

  • To provide specific information listening practice using a text about a body language expert in the context of lying
  • To provide fluency speaking practice in a conversation in the context of lying

Subsidiary Aims

  • To provide clarification of conversation in the context of lying

Procedure

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

1. Introduce myself 2. Elicit from pictures (liar, smile, fake, muscles, eye contact, imagination) 3. Elicit through situational stories (avoid eye contact, tell the truth) 4. CCQs and drill

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

EXERCISE 1 1. Students work in pairs to discuss the questions 2. Ask students what they think EXERCISE 2 3. Ask students whether they think the woman is lying or not (discuss as class) EXERCISE 2c 4. Listening exercise - students listen and check answers 5. Check as a class

Useful Language (6-8 minutes) • To highlight and clarify useful language for coming productive tasks

EXERCISE 3a 1. Students work in pairs to choose the correct answers EXERCISE 3b 2. Students listen and check their answers X2 3. Check as class

Productive Task(s) (10-15 minutes) • To provide an opportunity to practice target productive skills

1. Students take notes of a funny story of when they lied to someone and when someone lied to them ICQ 2. Students work in pairs and tell their stories to each other 3. Students talk about what their partner told them

Feedback and Error Correction (6-8 minutes) • To provide feedback on students' production and use of language

1. While students are talking, note on board any errors 2. Ask students what they think is wrong with the word/pronunciation/sentence 3. Ensure they understand correction

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