T has a chat with the students about their daily life, shows some Turkish newspapers, asks ss to tell their partners if they read any newspapers in the morning and why? T presents a picture of a newspaper front page, and asks: what is the main headline story how can you tell ? what is the secondary headline story ? how can you tell ? Would you buy this newspaper? Why?

T elicits from the ss what they have learned about the uses of would. (Would + infinitive to give an opinion- to ask for and offer and advice-with like, love) T writes one wrong statement on the WB, ask the SS to correct it. T gives HO about correcting mistakes, 2-3 min, check with your partner. HO the correct answers.

T shows pictures of an editor, elicits what is his job, where does he work,then, shows pictures of:(each one at a time) Factory, politician, famous footballer, violent, announce, separated. Discuss with a partner first to help with the new vocabulary. T asks questions to elicit the meaning after presenting each picture. T elicits meanings of drug , increase , valuable, then gives definitions.

-T tells SS they will be designing their own front newspaper page, so people would like to buy it, they will be editors, elicits what is editor. -T gives instructions how to choose each headline,and how to fill the newspaper HO with key words, -T asks SS to work in 2-3 groups (depends on SS number) and discuss which headlines they will choose (two headlines, one main headline,and a secondary headline) and why? -SS choose pictures to go with their stories, and choose a name for their newspapers. - ICQs, -T gives HO and pictures, to the groups. T monitors to help and records mistakes for FB

T gets some FB about each group front page, writes some mistakes happened during the activity and asks SS to correct them If time SS work in pairs from different groups and present their front page and discuss their choices..