T shows pictures of Princess Diana on the projector and ask: Who is she? - Is she still alive? - How did she die? - Do you think this car accident probably happened naturally? - Is it possible that this car accident was planned to kill her? - Is there any certainty who is behind this car accident? - what is the definite purpose behind this murder? - what we call such an action?

T will draw a table on the W/B with headings and put the word "possible" under adjectives and elicit the nouns and adjectives. T will give the students handout and ask them to work in pairs. After they finish, T will ask the students to check their answers. Then we will do whole class feedback. T will explain and show how to build the word form starting from the adjectives ending till the adverbs and will highlight. T will drill and pronounce the words.

T will write the first sentence on the W/B: I ________ agree with that. (definite) T will elicit the answer from the students and ask them to work alone. I will ask: Are you going to work in groups? No. In pairs? No. How are you going to work? Alone. T will monitor the students. When they finish, T will ask the students to check their answers in pairs, then we will do whole class feedback. Then T will give students answer key.

T will write on the W/B: How true do you think these conspiracy theories are? T will tell the students to discuss in pairs the conspiracy on the given handout. T will ask: Are you going to write anything? (No) T will monitor. Then we will do whole class feedback

T will ask the students to work in pairs to create their own conspiracy theory. When they are finish, they'll get to share their story with everyone in the class.