Ss discuss the different situations in which they would prefer to lie rather than tell the truth. Ask Ss to compare answers. Get feedback as a class. Teaching the core vocabulary of the task "white lie". (https://www.youtube.com/watch?v=fq9iisohqqs) Exercise 1. Refer Ss to the questions. Ask Ss how they feel about white lies. Put Ss into pairs and have them complete the activity. Ask Ss to share their ideas with the class.

Exercise 2. Refer Ss to the essay. Explain to them that it contains reasons for and against telling white lies. Give them five minutes to complete the activity individually. Then check answers as a class. Next, have a class discussion on whether they agree with the writer’s opinion or not. Exercise 3. Ask Ss to look at the essay and say what each paragraph is about (1 introduction to the topic, 2 reasons for, 3 reasons against, 4 personal opinion). Have them complete the activity individually. Check answers as a class. Exercise 4. Refer Ss to the Writing box and give them a few minutes to study it. Ask them to complete the activity individually. Have them check their answers in pairs. Check answers as a class.

Exercise 5. Model the activity using the example given. Ask Ss to read the linking words already in the exercise before completing the activity. Have them work in their pairs to complete the activity. Check answers as a class. Board the difficult vocabulary and model and drill the pronunciation (furthermore, nevertheless, ultimately, although). Exercise 6. Ask Ss to work individually. Remind them to refer to Exercise 5 and the essay for extra help if they like. Check answers as a class.

Exercise 7. Ask Ss to read the question. Then ask what other imaginary figures they were told about as young children, e.g. Father Christmas. Put Ss into small groups and have them complete the activity. Ask groups to share their ideas with the class. Exercise 8. Ask Ss to look at Exercise 6 again. Explain that they have to match the topics in Exercise 8 with the ideas presented in Exercise 6. Put them into new pairs to complete the activity. Check answers as a class.

Play Taboo to revise the vocabulary from the previous part of the lesson. Elicit what the essay on page 86 was about. Brainstorm a few phrases that can be used in for-and-against essays. Write the phrases on the board.

Exercise 9. Refer Ss to the topics in Exercise 8. Explain that them will write a for-and-against essay on one of these topics. Give them one minute to decide which topic they want to write about. Group them together according to topic. Give them five minutes to discuss the topic and come up with ideas both for and against the topic. Ss should think of supporting examples and reasons for their opinions. Tell them to take notes. Refer Ss to the Writing box. Explain that they can follow this when writing their essay. Then have them look at the linking words. Tell Ss that they should use these in their essay as they present ideas. Have them use their notes to write their essay individually and then check against the Writing box to make sure they have included key points. Repeat with linking words. Allowing 15-20 minutes for writing between 200 and 250 words.

Ask them to swap essays with their partners, who have to check for any mistakes and assess the essay. Have them work together to improve the essay. Display the essays around the class. Get Ss to mingle and read.