We will do a brief stretching and a ball game in a circle.

SETTING THE SCENE The sts are introduced to the topic of the lesson and are introduced to the characters of the story and some lines of dialogue. They use this information to predict the content of the story. This arouses interest and motivates sts to listen to the story in the next stage. One student sits on a chair with their back to the w/b. T: I am going to write a word on the w/b. X can not see it. Do NOT read the word. Can you help X find the word? T. writes CHEATING on the w/b. Sts help X find the word – e.g. “You do it in exams”. “It is wrong”. until X guesses the word. Personalisation. Sts in pairs discuss slide 1.

T. shows picture of Lale. T: This is Lale. How old is she? Is she a student? Where does she live? Elicit ideas from students. T: I am going to tell you a story about Lale. Before that I want to show you the people in the story. Show H/O 2. T: Look at the characters. Look at what they say below. Can you match the lines of dialogue to the characters and with you partner can you make a story. T. forms pairs (It is a good idea to change students positions so there is variety in the interaction patterns). Sts in pairs make a story about the 6 characters in the H/O. T. monitors. T: Stop. Now we will change pairs and you will tell your story to your new partner. Are the stories the same or different? Sts change pairs and tell their stories. T. monitors. Feedback. T. Are your stories the same? If time get one or two students to tell their stories to the class.

STORY TELLING The T. Tells the story of Cheating Lale. The story outline is HO. 3. The T. Use gestures and mime while telling the story to help illustrate meaning and can grade the language of the story to the learners’ level and encourage questioning and interaction with sts if desired. T: Now I am going to tell you the story of ‘Cheating Lale’. I want you to listen and see if the real story is the same as your story. T. tells story. This is more effective if told spontaneously without reading. (Alternatively it can be a reading activity and sts read the story). Feedback. T: Are your stories the same? What was different? Sts in pairs discuss the stories.

H/O 2 Learners in pairs ask each other comprehension questions which models the target lexis. They then check their answers in the reading text. Focus on pronunciation: To bring someone up To make every sacrifice in order to.. to be all for nothing It's too late to think about it To refuse to have anything to do with s.o

DRAMATISATION (Optional stage) Put the characters in order of who you like most to least. Sts create personal interpretations of the characters and events. Group activity. Sts in groups (X4) interview the characters in the story and find out why they acted as they did. Feedback

INTERPRETING THE STORY In this section sts respond to the story in a personal manner identifying the characters they sympathise with and those they don’t. T. We are now going to do a psychological test. Now I want you to put the characters in order. Number 1 is who you like the most down to number 6 who you like the least. Sts write their list individually. T: I want you to compare your lists in groups. You need to explain who you like and explain why. Feedback. T: Who is the best / worst character? Why? Open class discussion.

THE PSYCHOLOGY TEST Students conduct a psychological test and discuss their value systems. This is a free discussion activity to develop oral fluency. Discussion Sts in groups compare their final lists and discuss why they believe their order is the most appropriate based on their interpretation of the story and the dramatised scenes. T: Now I can tell you the results of the psychological test. You all have different ideas about the story. Why? Because you have different psychology and value systems. Each character represents a value. If you lıke the character a lot it means that the value they represent is important for you. Teacher writes the characters and values on the w/b. • Lale: freedom, independence. • Father: family, social values • Friend: Money, financial gain, materialistic. • Tutor: rules, responsibilities, job, duty. • Mehmet: self-ego, vanity, self-interested • Widower: power, control, influence Feedback. In pairs (change) compare your answers and decide if the test gave a true result for you.

Put language on w//b. Tell learners that some of this lannguage is effective and some of it is incorrect. In pairs learners identify the errors and try to correct them.