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TP 7
Intermediate level


In this lesson, Ss will start with the prediction stage, and they will read for general understanding of the text and read for detailed information. Finally, they will practise through follow up and semi-practice activities.


Main Aims

  • To enables ss to read for general understanding of the text and to read for more detailed understanding of the text in the context of conspiracy theories.

Subsidiary Aims

  • To allow Ss to talk about important events through speaking and semi-controlled practice activity.


Lead-in (0-2 minutes) • To activate Ss’ schemata for the interpretation of texts

T reads the questions (Do you follow the news?, Which stories have been in the news recently in your country?, How have they affected you?) and checks questions with the class. T puts Ss into pairs to discuss their answers. In FB, T nominates Ss to give the answers to the class.

Introduction of the new vocabulary (0-5 minutes) • To introduce the meaning of words from the context

T introduces the topic of newspaper headlines and discuss some typical features used in headlines, e.g. present tenses used, prepositions often dropped, dramatic language. Etc. T matches the first headline with the correct explanation as an example. Ss work in pairs to match the rest of the headlines with the correct explanations, then compare the answers with the partners. In FB, T elicits Ss’ answers and checks they understand the words in bold.

Prediction (0-3 minutes) • To allow Ss to predict the topic of the text

T reads the definition of conspiracy theory with the class and checks Ss understand it. T distributes the articles and focuses attention on the photos and makes sure Ss cover the texts. Ss discuss the questions in pairs. In FB, elicit Ss’ answers.

Easy Initial Reading Task (0-6 minutes) • To enable Ss to read quickly to check specific information and to get a general understanding of the text

Ss practise their prediction skills. Ss read the articles and check their answers.

Detailed rading task (0-4 minutes) • To enable Ss to read for a more detailed understanding

T elicits what Ss can remember, but T doesn’t give any answers yet. T gives 3-4 mins to read the texts again and checks their answers. In FB, T elicits Ss’ answers.

Personalisation the topic of the text (0-5 minutes) • To enable Ss to personalise the topic of the text

Ss discuss the questions (What do you think?, Do you believe the official reports or the conspiracy theorists?, Do you know any other conspiracy theories? What happened?) in pairs. T monitors and provides any vocabulary Ss need. In FB, T elicits Ss’ opinions.

Follow up activity (0-10 minutes) • To give Ss the opportunity to practise their productive skills

T checks Ss understand the situations, and gives Ss 2-3 mins to choose a situation. Ss work in pairs and tell each other their stories and the partner guess if the story is true or a lie. T monitors and notes down any common errors for later FB. Ss reveal their partners if they told a true story or a lie. In FB, T nominates some Ss to share any interesting facts they discovered and corrects any common errors with the class.

Semi-Controlled practice (0-10 minutes) • To allow Ss to speak and express themselves.

T arranges Ss into groups of three or four and distributes one worksheet to each group. T explains that Ss are going to plan and present their ideas for their own film. T checks that Ss understand the types of film and the events at the top of the worksheet. In their groups, Ss first choose the type of film they want to make, and choose as many events from the second box as they want. Before they complete their storyboards, T asks Ss to brainstorm their ideas on the background, main characters, first problem, solution, further problem, and the ending. Then they complete the storyboard with simple sketches to illustrate what happens in the film. When they are ready, T asks groups to present their ideas to the class.

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