-T greets Ss briefly -T refers to the previous lesson,specifically the Trojan Horse part,as a way to shift the focus towards dishonesty in our world.

-T shows a picture of Hugo -T tries to elicit the contradictions showing in the pictures -T shows some vocabulary on the screen,asks the students to write the words they do know on a piece of paper -T procedes to play Record4.5,then splits Ss into breakout rooms to answer the question,and maybe exchange their knowledge concerning the vocabulary at hand.

-T defines the words,while showcasing the stress component. -After finishing with the vocabulary,T introduces "how come.." as an alternative to "why.." in informal spoken English.

-T starts with a matching practise,where Ss will have to match each word to its definition in their breakout rooms. -T does feedback on content with Ss,to check which definitions they got correctly.

-T asks students to make questions about Hugo,specifically about sentences 1-10,using "how come.." -T models the activity by doing the first sentence -Ss are split into breakout rooms to do the task -T does feedback with Ss,then plays Record4.7 to compare

-T engages students in a roleplay activity,where they confront each other with questions from the previous activity