In order to have enough time to properly focus on the vocabulary, listening and speaking activities in this lesson, the lead in will be quite short. T will briefly introduce herself and review the students' names. The T will write the following three sentences on the WB: The moon isn't real. Aliens built the pyramids. Global warming doesn't really exist. T will then ask Ss to decide with their partner which sentences they think are true or false. Technically, there is no yes/ no answer but Ss will probably all agree that they are false. This is a good way to introduce the topic of conspiracy theories which will be used as a speaking activity at the end of the lesson/

Before Ss are given p. 98, the teacher will draw the top line of the grid from p. 98 on the WB and fill in only the word "possible". The T will elicit a couple of examples from the Ss and write them on the WB/ T will then give Ss p. 98 and have them complete the chart individually and then check in pairs. T will ask a few students to write their answers on the WB to complete the chart. To check meaning, T will ask the following CCQs: "If something is certain does that mean it can't be true?" (possible answers must, or is true) "If something is unlikely does that mean it must be true?" (no. possible answers are might, may, could) "If something is impossible does that mean that it can't be true? (yes) To check form, T will write the following rules on the WB and have Ss work in pairs to complete the sentences: Nouns often end in ________ or _________. (-ity/-ty or –hood) Negative adjectives and nouns are often made with __________________. (im-/un-) Adverbs are often made with _________. (-ly) Ss can work in pairs to complete the sentences/ IF ss are having difficulty the T can write clues on the WB/ To practice pronunciation and stress of, T will do some drilling with Ss. Ss will complete gap fill activity and check in pairs. T will check answers with class.

Students will complete a mingling activity in which they will discuss certain conspiracy theories and decide how true they think they are. T will tell Ss to read the questions and give them a couple of minutes to think about them for themselves. Ss will then be asked to mingle and discuss the questions with different students/ Afterwards Ss will share some of their answers with the class to see how many people agree and disagree.

If there is extra time at the end of the lesson students can complete the short writing activity on p.98.in pairs of groups of three.