Defne TP 4 version 2
Upper-Interdemiate level


No materials added to this plan yet.

Main Aims

  • To provide gist, scan and detailed reading practice using a text about Princess Diana and the Moon Landing in the context of conspiracy theories.

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of conspiracy theories.


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

Slide: a few famous conspiracy theories/photos I will ask the students what all these have in common to elicit "conspiracy theories". "Are they true?" "Do we know for sure?" " Who comes up with them?" etc. HO: Instruct students to get into groups of 3-4 and discuss conspiracy theories. They should be talking about whether or not they believe in them, why/why not? Can they think of any other conspiracy theories? [Monitor to find out gaps in their vocabulary] FB: Brief whole class feedback. A few students share the opinions of their friends. Vocab noted during monitoring.

Pre-Reading (5-7 minutes) • To prepare students for the text and make it accessible

Slide: A photo of the moon landing & Princess Diana Introduce the texts and connect them to the warm up by mentioning that they are some of the most famous conspiracy theories ever. Students will be given the first sentences of the texts ("For over 40 years rumours have been circulating that the Apollo moon landings were faked") ("The first Diana Conspiracy Site appeared on the Internet in Australia only hours after her death on August 31st, 1997"). They will be instructed to get into groups and predict what some of the conspiracy theories surrounding the moon landing/Princess Diana could be. They will note a few down. [monitor for vocab] While they are working on their predictions I will draw a simple chart on the board (one side for predictions, one side for true/false). Early finishers will be given markers to write some predictions on the board. I will let the students know that we will be completing the chart once we have finished reading the entire texts. (Instructions: 1 min) (PW: 5 min) (S-WB: 1 min) FB: Not at this stage, except for vocabulary, if necessary.

While-Reading (4-5 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

The class will be divided into two groups (Astronauts & Princesses). Astronauts will get the article on the Moon Landing, Princess' will get the one about Princess Diana. They will skim the text, and confirm their predictions. [Clear instructions, ICQs - they should know that they won't be sharing anything yet.]

While-Reading #2 (4-5 minutes) • To provide scanning practice & provide lexical knowledge

Students will stay in their groups (Astronauts & Princesses) HO: Vocabulary exercise. In pairs, students will first read the vocabulary sentences and then scan their texts to find the corresponding statements. FB: Peer check (in their groups). Then HO (answer key)

While-Reading #3 (8-10 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

Students will now practice more intensive reading. (In their groups) HO: Conspiracy questions. They will read through the text again and answer the conspiracy questions individually. They will write them down on the HO. When they are finished, they will go over their answers in pairs and peer-check. FB: No teacher feedback, just peer-checking

Post-Reading (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Jigsaw time! HO: Interview questions Students will get into pairs, each pair will have one astronaut and one princess. They will interview each other to try to find out more information on the text they don't know. They need to fill out the HO. FB: Once everyone is done, ask a couple of students what they found out.

Conclusion (3-4 minutes) • To provide a satisfying conclusion

Are there any Turkish conspiracy theories that you know? Do you believe any of them? They will get into pairs and discuss.

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