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examples above.

Variations: You can ask the students to imagine a connection
between any two items: picture/picture; text/text; picture/text. The
texts can be short or long, written or spoken.

Important people

Discussion.

Procedure: In small groups or pairs, students tell their neighbours
which person (or people) has been an important influence in their
lives and why.
I'm pulling your leg

Listening.

Procedure: Tell the students about a real experience or plan of
yours, but mix in some fantasy elements. Here is an example,
based on a plan to spend the evening playing chess with an old
friend. Keeping a straight face, but with a twinkle in the eye, say:
‘Oh, I am looking forward to this evening! You won't believe
me! I don't think I have told you before but I play chess. I am
so famous that chess players from all over the world come to
play against me. Haven't I told you? Yes, I know it's difficult
for you to believe. But this evening Boris Karpov, the Russian
grand master is coming.
Of course, it will be a difficult match . . .’
By this time (if not before!) your students will be expressing their
disbelief. Admit that you may have exaggerated a little and ask
them which parts of the story they think are true.

Variation: Divide the class into groups of four or five. The
students then take it in turns to tell a story which is either true with
fantasy elements added, or wholly true, though difficult to believe,
or wholly untrue. The other students listen and say which
elements, it any, are true.

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