T will show some altered photos and will ask the students "What are these? What do you notice about them?" (the questions will be written on the screen above the photos). Ask them to talk in pairs about them and get their feedback.

T will use the photos and the discussion about them to introduce the expression "take a photo/picture" and to show a chart regarding some other collocations with the verb "take". Try to elicit the other collocations (using the first one as an example) and write them on the WB. Clarify meaning, form and pronunciation (if necessary), by using examples and CCQs: - take a photo/a picture (v. + n.) Are you focusing on something by using a camera? - take the bus/the metro/a taxi/a train (v. + n.) Does it mean that you will travel by bus/metro/taxi/train? - take drugs/a pill (v. + n.) Do you take a pill when you are sick? - take a shower (v. + n.) Does it mean that you wash yourself? - take a nap (v. + n.) Are you sleeping? Is it night? Do you sleep all night long? - take a walk (v. + n.) Do you go out? Do you take the bus? - take an exam/a test (v. + n.) Are you at school? Do you need to study for it? - take power/control (v. + n.) Are you strong or weak? Are you a leader? Can you make decisions for other people? - take responsibility (v. + n.) Did you do something bad? Are you guilty? Will you pay for your actions?

T will show the students a text, explaining that it is about photography. Show them the folded handout, telling to look just at the first part (reading for gist). Hand the students the activity and let them read the question. Then give them the text and tell them to read it in a minute alone. ICQs: "Will you read in pairs or alone?", "Will you unfold the handout or just look at the first part?". WCF and ask "Do you agree?".

Tell the students to unfold the handout and to look at the second task. "Please, read the text again alone and find the meaning of these words. 5 minutes". While they read, stick the key answers on the walls. Ask the students to check in pairs. Then tell them to go around and compare their answers with the keys stuck on the walls. Ask "Do you agree?", "Any questions?". Give a copy of the key answer to each student and be ready to further clarify the meaning of the words if needed (CCQs and other examples).

Put again the manipulated pictures on the screen and invite the students to look at them a second time. Try to let them talk about the reasons why someone modifies his or someone else's photos. Divide the students into two groups, mixing them and asking each group to sit in circle. The first group will have to think about the pros of using Photoshop or similar to alter pictures. The second group will think about the cons. They can make a list and take notes. Let them talk for 5 minutes, then ask them to sit one opposite the other and to discuss with the other group to explain the reasons why manipulating photos is something good or bad. Monitor the students during both the stages and take note of their mistakes. Finally, WCF and corrections.