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Telling a story
Intermediate level


This lesson intends to practise Ss’ receptive skills through reading a text about "telling a lie" and their productive skills through speaking on the same topic. T starts the lesson by writing four facts about herself. Two of these facts are true whereas two of them are false. The Ss are expected to find out the false ones by asking questions. The focus will be on the role of body language cues in determining lies. In the pre-reading stage, T pre-teaches the target vocabulary using the ECDW method. In the while-reading phase, T makes Ss skim the reading text to check whether their ideas are mentioned. Then they do a matching exercise, in which they see collocations with the verbs ‘say’ and ‘tell’ and complete a chart with these collocations. As a post-reading activity, T puts Ss in groups of 3 and gets them to have a discussion about three statements on lies.


No materials added to this plan yet.

Main Aims

  • To provide gist reading practice using a text about lies in the context of telling a story

Subsidiary Aims

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


Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

T writes four facts about herself on slips of coloured papers and sticks them on the board. Then T tells the ss that two of these facts are false and they need to ask questions to find out them. T also tells the ss that she will be lying so they need to pay attention to the body language cues. Ss vote on the answers of T to decide which ones are lies and then T tells the true facts. Then ss brainstorm on the behavioural changes of liars and T boards them.

Pre-Reading (12-14 minutes) • To prepare students for the text and make it accessible

Ss are informed that they will learn some words related to the text and T pre-teaches the words 'white lie', 'destroy', 'guilty', 'nation', 'still (not moving)', 'punch line' and 'fiction'. While doing so, T first elicits the words, use CCQs, gets ss to do choral and ind drills and writes them on the board. Stress and parts of speech are also shown on the board.

While-Reading (12-14 minutes) • To provide students with gist and specific information reading task

T gets ss to skim the text to check whether their ideas from the lead-in part are mentioned. T elicits their ideas and ticks the relevant information on the board. T asks ss to read the text again and wants them to underline three collocations with the verb "tell". T boards the collocations and directs ss to the next task. Ss are given slips of papers on which there are expressions with those collocations. And they are asked to match these expressions to make sentences. They come to the board and stick those papers on the board as the next step. [O/C F/B] Ss work in pairs to complete the chart in ex.2b. [O/C F/B] Ss drill the phrases chorally and individually.

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

T goes through the statements in ex.2c and checks understanding. T put ss in groups of 3 and let them discuss for a while. T monitors the ss during the activity.

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