I will write two columns on the board: sure and unsure, and ask the students to discriminate the words from the lexical set. Then I distribute the first HO. The students work independently, then check their answers in pairs and have a class feedback. The result should be: sure: convinced, definitely, doubtless, positive, sure, without question; unsure: doubtful, unsure, unconvinced, to have reservations about. Examples for some of the lexical items: doubtful reputation, ...selling something that is overpriced or of doubtful quality... doubtless you'll solve the problem, the theory is doubtless proven The jury were unconvinced that he was innocent. a convinced pacifist He is without question the best player in our team.

I write two sentences on the board: There was no doubt that Gallileo was right. Historians are unsure that G. said this words. and ask the Ss to use other target lex items and fit them into these sentences, paying attention to changing grammar and word order. They do it in pairs, -> class feedback.

Students look at the sentences in ex. 3 and complete the expressions with the words from the box in groups of two. We check the answers in the class with an audio file and concentrate on the intonation. The fact remains that... In actual fact... No doubt about it... There are no two ways about it I promise you ...

I come back to the four theories Elena started her lesson with and ask the students to elicit any other famous and/or controversial theories, e.g. global warming, UFO, conspiracy theory. Students discuss in groups whether they believe those theories or not, and why. I monitor and suggest target language. Then I give a feedback on each group's topic and transform it to a whole class discussion.