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.

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.

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.

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

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.

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.

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.

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.