1405010681_Txt 4/12/05 9:32 pm Page 1 1a E Double lives L What the lesson is about Extra task • Here are some more popular lies. You could ask studentsP Theme Lies, liars & attitudes to lying to work out the contexts (Where are they? Who is speaking Speaking Pairwork: discussing what people are to whom?). most likely to lie about I can stop smoking whenever I want to. Groupwork: talking about yourself Thank you. That’s just what I wanted. Reading Liars! Magazine extracts about the He’s only a friend. M theme of lying I wasn’t sacked. I resigned. Listening Monologue: radio review of TV Speaking programme: How Michael Portillo A became a single mum 1 Vocabulary Verbs with two meanings • Groupwork. Before students do the activity, write the list Grammar Stative & dynamic verbs on the board with information aboutS yourself to check Present simple & present continuous students understand what to do, and also to introduce Did you know? British political parties yourself to the class if the students are new to you. • Get feedback from the class to find out which information If you want a warmer … they think is the most important. 2 E ● Starting a new course: Ideas for warmers, page xiv • Groupwork. Students discuss the questions. If you want a lead-in … 3 E • Students work on their own and number the sentences ● Methodology guidelines: Discussion starters, page xiii about lying in the order of seriousness, according to their own opinion. Introducing the theme: lies • Students canR then compare their order with a partner. • Write the following on the board: Pinocchio and Reading polygraph. F • Ask if any students know what connects these two items. Students read two texts about liars. The first text is on how to recognize a liar, and the second text is on the main They almost certainly won’t – so you’ll probably need to explain both items – but the odd question might stimulate character from the film About a Boy, who lies about himself some interest! in order to date women. • Commentary: The two items are connected by the theme 1 of lying. • Direct students’ attention to the photo of the man and ask Pinocchio is an Italian fairytale character. He is a wooden them to answer the questions. puppet whose nose grows longer every time he tells a lie. • Elicit ideas about who the man may be speaking to and A polygraph is a machine used by police and businessE take a class vote on how many students think he is people to help discover if people are telling lies – speaking honestly. sometimes called a lie detector. 2 Introducing the theme: attitudes to lies L • You could pre-teach key words in the text. See Language • Write on the board: My dog ate my homework. notes: reading below. • Students read the text and say if the sentences are true (T) • Ask students to imagine that they are the teacher of this class. Would they accept that excuse? WhyP or why not? or false (F). • Ask students if they think it’s OK to lie about not doing 1 T2 T3 F4 T5 T6 F homework? • Can they think of a better lie than the dog one? M Language notes: reading Extra discussion • You lie or tell a lie – you don’t ✗ say a lie or ✗ make a lie. • Are all lies bad – or can you tell a ‘good lie’? • If people believe your lie, you get away with it. • Is it OK to tell lies in order Afor you not to hurt other people’s • If people see things in your face, or movements that feelings (i.e. a white lie)? suggest you are lying, these things give you away • How many lies do you think most people tell in a day? (i.e. they allow people to know something that you • Is there anyone in the world who never lies? wanted to be secret …). • Have you ever told aS lie that caused a big problem for you? • Spot a liar means ‘recognize that someone is lying’. • A lie that is repeated many times and told to as many 3 people as possible is called a ‘big lie’. Can you think of any famous or recent ‘big lies’? • Students work on their own. Ask them to look back at the texts and find words that match the definitions. • Do you think people are more likely to believe a ‘big lie’ • Students can then check their answers in pairs, before you than a ‘smallE one’? check them with the class. 1 fidgeting 3 sincere 5 lives off E 2 sweaty 4 messing around R 1 F 1405010681_Txt 4/12/05 9:32 pm Page 2 1a Double lives 4 3 E • Pairwork. Students discuss the questions. ● Communication activities, Student’s Book pages 126 & 134 Extra task: a puzzle • Pairwork. Ask students to read the information about L Walter Mitty before turning to their respective pages at the As a three–four minute filler, some more enquiring classes • back of the book. Student A describes what is happening may enjoy this rather philosophical puzzle. It’s unusual in to Walter Mitty in their picture, and Student B describes that there is no clear or easy answer. It may lead to some P what is happening in Walter Mitty’s imagination in their interesting discussion – or quite possibly to a stunned picture. silence! • Stand at the board and make sure that you have the class’s Language notes: stative & dynamic verbs attention. Slowly and silently, write this sentence on the M board, so that the class can see each word as you write: • Stative verbs describe conditions or states that exist. No This sentence is false. one actually does anything. • Stand back and ask Is that sentence true? Wait for students These verbs describe things in the worldA that ‘are’, to voice an opinion, argue or give up in despair. i.e. permanent or semi-permanent characteristics of • Commentary: the sentence is interesting because (a) if it things. They also describe things in our head such as IS true, then it is false! But (b) if it IS false, it’s true! This feelings, thoughts, sensations and ownership. kind of statement, in which two things appear to • Dynamic verbs describe things thatS happen, i.e. events or contradict each other, is called a paradox. actions or things people do. • If your class enjoys this, you could offer this similar • Students often seem uncertain about the definitions of puzzle: stative and dynamic, though when they see examples, The following sentence is true. The previous sentence is they can often recognize theE differences without too false. many problems. Similarly, teachers may also find it hard Or this one about English: to give a clear explanation of the difference (partly This sentence is not in English. because the language needed to describe ‘conditions’ or Or you could say this to the class: ‘states’ seems a littleE complex), so offering a number of Everything an English teacher says is a lie. examples and practising classifying them may often be a good way to work, e.g. by drawing two columns on the board labelledR stative and dynamic, and then asking Cultural notes: reading students to classify verbs you call out into the correct About a Boy column. (N.B. You may need to take account of the verbs • The novel About a Boy was written by Nick Hornby and that canF be both stative and dynamic – see notes in the was made into a film in 2002. Student’s Book, page 14.) • Hugh Grant is a famous British actor who often plays • The Student’s Book focusses on the most important stereotypical upper-class English characters. Some of his grammar rule of thumb: that we don’t usually use stative most famous films are Four Weddings and a Funeral; verbs in the continuous tenses. Please note this is only a Notting Hill and Bridget Jones’ Diary. guideline. There are cases when a stative verb may be used in the continuous, as is explained in the Student’s Grammar: Book, page 9. stative & dynamic verbs • If you think about it, it is logical that an ongoing state Grammar box would not normally be used in a tense which emphasizes E the limited duration of something (which is what ● Language reference, Student’s Book page 14 continuous tenses do). ● Methodology guidelines: Grammar boxes, page xiv 1 L Language notes: Walter Mitty You can find the term Walter Mitty in dictionaries • Students look at the verbs in italics. They should circle the • nowadays. The Macmillan dictionary defines Walter stative verbs and underline the dynamic verbs. P Mitty as ‘someone who imagines that they have unusual 1 puts on (dynamic); kisses (dynamic); goes (dynamic) adventures or success, but whose life is in fact very 2 thinks (stative); wants (stative) ordinary’. This is sometimes used as an insult about 3 feeds (dynamic); does (dynamic) people, e.g. He’s a real Walter Mitty. 4 goes (dynamic); buys (dynamic)M 5 doesn’t know (stative); don’t have (stative) Speaking 1 2 A • Students work on their own and correct the mistakes in ● Communication activities, Student’s Book page 126 the two paragraphs. Make sure they understand that they • Ask students to turn to page 126. Make sure that students are looking for three mistakesS in each paragraph. understand that only one of the sentences that they complete should be true about themselves and all the 1 the plane does not have; does not know the meaning; other sentences should be lies.