Betul Yanik Betul Yanik



Abc WB
Abc Google Images
Abc Speakout Upper Intermediate Students' book

Main Aims

  • To provide gist, specific information and detailed listening practice using a text about Interview in the context of hoax

Subsidiary Aims

  • To provide clarification, review and practice of Reported Speech in the context of hoax.


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

-T introduces herself and greets the students. - T tells students:" Suppose that you have a camera in your hand and take a picture of me in front of the board. T asks students below questions; " What do you see in the picture you take? "Would there be a difference between what do you see through the visor and in the photo you take?" SS says: No, both will be the same. T says: Then we can say Camera Never Lies and T writes this on board. T asks SS: Do you agree? SS: Yes. T says: Don't be so sure. -T shows students some hoax photos and asks "Do you think these photos reflect reality?" "Are they real or optical illusions or fake photos? SS: Fake T writes on board "Hoax" and tells hoax photos are the ones which do not reflect reality.They are like photomontage tricks. - T asks SS opinions. -T also talks about composite photos.

Pre-Reading/Listening (4-6 minutes) • To prepare students for the text and make it accessible

-T asks SS to look at photos A-C and think if the news events are really happened or are they hoaxes? They are asked to be discussed in pairs in 4 minutes. T asks ICQS: Are you writing? Are you working alone? Do you have 4 minutes? At the end, T gets WC FB. Students will listen to the interview and check their answer in next stage.

While-Reading/Listening #1 (6-8 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

-T tells SS to listen to whether the photo is a hoax or not. SS will listen and check their answers on their own. ICQ: What are you going to do? (Listen and check the answers) At the end, T get WC feedback.

While-Listening (8-10 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

-SS gets 2 minutes to look at the statement and see if they know the answer from listening to the first time. ICQs: Are you writing? No Do you have 2 minutes? Yes -They are going to listen again and tick the true statements in each sentence, but in some cases, both options may be correct. ICQ: Are you listening? Yes Are you going to tick the true sentences? Yes - T ask SS to check their answer in pairs. T gets WC FB 1) a and b 2)a 3)a 4)b 5)a and b 6)b

Post-Listening (6-8 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned.

-T asks ss to tick the statement they agree with on their own in 2 minutes. ICQs: Are you working alone? Yes Do you have 2 minutes? Yes -SS will discuss their answers in pairs and say why they agree or disagree. -T will ask ss if they have any disagreements?

Grammar (4-6 minutes) • Students to learn about reported speech.

-T use PPT to teach SS "reported speech" T asks students to match the reports with sentences in pairs in 2 minutes. ICQS: Will you work alone? (No) Do you have 2 minutes? (Yes) T get WC FB -Students will write for the sentences 2A, exactly words each person said in pairs in 3 minutes. T will show one example. ICQs: Will you work in pairs? (Yes) Do you have 3 minutes? (Yes) T gets WC FB.

Grammar (4-6 minutes) • Students to gain the rules related to reported speech and practice what they learnt.

-SS will complete the rules in pairs in 3 minutes, then will write the rules on board. T will use PPT. ICQs : Will you work alone? (No) Will you write your answer on board? ( Yes) WC FB -SS will work in pairs to match the sentences to the presenter or the hoaxer in 2 minutes ICQs: Will you work alone?(No) Will you write? (No) T gets WC FB.

Productive task • To provide an opportunity to practice
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