a) The teacher displays the questions: "What exactly is an impostor? Can you think of any famous ones?. The teacher models the answer and encourages or nominates students to participate. b) The teacher introduced the case of Frédéric Bourdin as an example.

a) In pairs, Ss match the words displayed with their definitions. Then, T nominates Ss to come to the board and match the words.

a) Ss participate in answering: "Why might someone become an impostor?" b) Ss read the text in their worksheets and determine if Frédéric Bourdin becomes an impostor for the reason you thought.

a) Ss read again and underline what Frédéric Bourdain and Claire Chardourne said. b) T elicits the differences between two direct and reported speech sentences from the text. c) T explains the pattern of tense changes in reported speech.

a) In pairs, Ss rewrite the given direct speech sentences into reported speech. b) T monitors and provides open-class feedback.

a) In small groups, the first student receives a sentence and whispers it using reported speech to the next person. The last student says the final version aloud—does it match the original? b) T wrap-up discussion on changes and common mistakes.