Amir Shakouri Amir Shakouri

Speaking about the headlines of Newspapers
intermediate B1 level


In the lesson, Students speak about headlines of newspapers and choose why they select their own. The lesson starts with discussion in two groups, then it is followed by short reading about the owner of that newspaper. Finally, there is some freer practice via a final role-play speaking activity.


Abc The copy of straightforward book
Abc Handouts

Main Aims

  • To provide fluency speaking practice in a debate in the context of a favourite newspaper headline

Subsidiary Aims

  • To provide gist reading practice using a text about Newspapers in the context of Owners of News Cooperation


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

• Teacher tells 4 questions about Newspapers. q1: Name the top 10 popular newspapers of the world q2: one is published in Turkey. ( Zaman Newspaper) q3: Do you read newspapers? ( online or paper) which column do you like most?

Preparation (12-14 minutes) • To give students time to prepare ideas on the topic (a list of stories in newspapers)

• Teacher hands students a copy of student’s book and worksheets. • Puts students in Group A and B to choose the stories in list. Discuss which story you agree on for the front page of your newspaper. write the headlines on the board and attach pictures ICQ: -are you choosing a story alone or in your group? -group Are photos included? yes Are you writing on the board or in your paper? • Teacher monitors students while they are talking. • Teacher admires their efforts

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

Pre-teach new words: News corporation, scandal Q1: Who the man in that picture? Rupert Murdoch Q2: Do you think he is rich?

Productive Task(s) (5-7 minutes) • To provide an opportunity to practice target productive skills

• Teacher asks students to read the text and answer the questions ICQ: Are you doing alone or in pairs? (alone) • Teacher asks students to compare their answers with a partner.

Feedback and Error Correction (4-6 minutes) • To provide feedback on students' production and use of language

• Teacher gets feedbacks on their activity. • He will have delayed correction.

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