Arzu R-va Arzu R-va

writing/speaking about being honest and dishonest
upper intermediate B2 level


This lesson is aimed to develop both students’ productive and receptive skills through different kind of activities. Firstly they will have a brainstorming and are going to discuss some ideas about how they understand the statements being honest and dishonest and how it feels like being honest and dishonest. Then they will get familiar with some new useful idiomatic phrases used to speak about people’s behavior. They need to complete task with matching sentences and situations. In the second part of the lesson the students will share their ideas about moral dilemma and how the understand this phrase. This will lead to the listening task which is supposed to give the learners to practice speaking and writing through group discussion and evaluating the text. They will need to complete the text they listened. Control practice will follow this activity afterwards.


Main Aims

  • integrated; improve reading,speaking,listening through the discussion of the topic being honest and dishonest and listening to the tapescript.

Subsidiary Aims

  • Extend vocabulary


Warm –up/lead in (5-7 minutes) • to make students interested in the topic

Being honest and dishonest. Write adjectives honest and dishonest on the board. Ask students what they about these words. What do you do when you behave in a dishonest way and vice versa. Hand out some strips with the ideas to the students and ask them to stick the ideas in the right column. Cheating Tell a lie Trick Say the truth Admit your dids Spreading rumors Speak behind smn’s back Asking to borrow things Sneaking Keep your promise Be objective Don’t exaggerate Ask about more ideas.

working with vocabulary (5-7 minutes) • to extend students lexis

When people act in a dishonest way we judge their dids in different ways. We use some phrases or idiomatic expressions to speak about their behavior. For example when people are not very honest we may say that they are low down or they behave in a low down way. For people who are honest we say they are in a high position. Write these phrases on the board. Here are some useful phrases we may use while speaking about people’s behavior. Change the partners/ask the students to change their seats and work in pairs. Now you are going to match sentences with the situations. Don’t look at the other side of the folded paper. Ask ICQ. Will you open the paper? Do you need to write smth? Hand out the worksheets with sentences. One worksheet for each pair. Then ask ss to check their answers with answer key and have a look at the meaning with the phrases. Hand out the worksheet with the answer key to each student. Optional In case the students finish the task soon ask them to choose two phrases from the ex. and use them in the sentences of their own. Elicit them.

pre-listening (7-10 minutes) • to make students to get interested in the topic they are going to listen

Moral dilemma 1) Write the phrase moral dilemma /dɪˈlemə/ on the board (in the middle of the board) board. Draw a mind map. Ask students what they think of this word and how they understand it it. Ask about associations about this word? What comes up to your mind when you see this word? Ask the ss if it’s something pleasant or not? How do you feel when you are in dilemma about smth? Is it easy or challenging? Possible answers: hesitate/doubtful /ˈdaʊt.fəl//choice/difficult situation Answer: when you have to make a difficult choice between two things you could do

listening (7-10 minutes)

2) For group work divide the class in marvelous/fabulous/ wonderful Ask them to sit in groups and listen to a moral dilemma developed by American psychologists Joan Miller and David Bersoff. Ask them to make notes while listening. After listening, ask students to check their notes. Ask the feedback to find out what they learnt. FB: some comprehension question like Which two cities are mentioned in the tape script? How is Ben traveling? Where is Ben going? San Francisco What happened to him? Who did he meet? What did he see? Where is dilemma in this situation?

writing (10-12 minutes)

3) Tell students that they are going to write the end of the story. Ask them to think of the questions like and discus them. What did Ben decide to do next? How did he feel? Did he go to the wedding or not? Did he make a choice and which? Ask students to write the end of the story. Ask ICQ What do you need to do? Think over these questions and discuss them. Hand out the worksheets with the text of the audioscript and Ex 2 and 3. Get FB about what they wrote about.

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