Giovani Giovani

Copy of Teaching Practice 8 (Little White Lies)
Intermediate level


In this lesson, students will practice reading for gist and reading to infer meaning in the context of white lies. First, they will watch a short video and discuss some white lies that are common in Turkey. Second, they will read the text for gist and choose the best title. Next, they will read to infer meaning by predicting the meanings of certain words through context and then doing a matching activity with the words and their definitions. Finally, they will have a pyramid discussion in which the WC must agree whether or not it is ok for parents to tell their children white lies.


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Abc PP Slides
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Abc Vocab matching activity
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Main Aims

  • To provide practice in reading for gist as well as reading to infer meaning in the context of parents' white lies.

Subsidiary Aims

  • To provide clarification of difficult vocabulary in the context of an opinion article about parents' white lies.


Lead-in (4-5 minutes) • To set the context of the lesson

Students will be asked to watch a video and answer these questions: What happened to the boy? What did Billy do to fix the problem? After the video, ask the questions and ask, "Is it a lie or is it true that it's cool to pee your pants?"

Pre-reading (3-5 minutes) • To prepare the students for the reading task

Adapted from ex. 3, p. 90 Elicit "white lie" from the students. Ask the students, "Was the lie in the video a white lie?" Ask the students who tells white lies and elicit "parents." Ask the students to discuss in pairs some common white lies parents tell their children in Turkey. After they have discussed, ask a few people to share one lie from their pair.

While-reading (4-6 minutes) • To provide practice in reading for gist

Give Ss HO1 and show PP slide of 3 possible titles. Tell them they will have 2 minutes to read the text and choose the best title. Be sure to clarify that they will not need to understand every word. Once all students have finished, ask the WC for the correct answer. ICQs: How many minutes will you have to read? 2 minutes. Will you read for the main idea or do you need to understand every word? Main idea. And then you will... Choose the best title.

While Reading 2 (7-8 minutes) • To provide the students with practice in reading to infer meaning

Ss will be shown a list of words on a WB PP slide that will also be underlined in their text and will be asked to read the text again and see if they can predict the meaning of the words from context. After about 5 minutes (but flexible, it may be very challenging), have them work in pairs to share what they have predicted. If running short on time, sharing their predictions in pairs could probably be skipped as they will guess the meaning in the next activity.

Post Reading 1 (3-5 minutes) • To clarify language from the "reading to infer meaning" activity

Students are given slips of paper with the words from the text as well as slips with simple definitions and they must work in pairs to match the word to the definition. Due to the potential difficulty of this task, pairs may need to be strategically regrouped to match a stronger student with a weaker student. Once they have mostly finished, show them an answer key on a WB PP slide. Be sure to tell the Ss not to copy down the AK and assure them that they will get a copy after class.

Feedback/Comprehension check (3-5 minutes) • To check comprehension and provide further clarification of difficult words if necessary

T should have monitored during previous activity to see what words were causing particular problems. Using CCQs, T checks comprehension of select vocabulary words. Time permitting, T can also field additional questions about the words or text.

Post Reading 2 (5-7 minutes) • To provide practice in speaking for fluency based on the text.

Adapted from ex. 2, p. 90 Ss are put into two groups. One group is asked to think of the reasons it is OK to tell white lies and one group is asked to think of the reasons it is not OK. After a few minutes, match students from each group and ask them to debate the issue and choose a side as a pair. Finally, take a vote to see what the students have decided. IF TIME: Once each pair has reached a consensus, combine them to groups of four and then eight and so on until the WC has reached the same consensus.

Delayed FB/Error Correction (4-5 minutes) • To provide feedback of students errors while speaking

T should have collected errors in previous activity and corrects them with WC. Give students HO2 to take home at the end of class.

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