I will refer back to the previous lessons and elicit the word "editor" by asking them "What does an editor do?" If they don't know, I will ask them "How do you call someone who chooses the stories and decides where they will come in the newspaper?" I will write the word "editor" on the white board and tell them they work for the editorial team of a popular newspaper and they are going to put together their newspaper. I will organize the students in groups of 4 or 5 and tell them they have to discuss how an editor chooses the stories.

I will tell the students they will choose some stories for their newspaper. But that we will first look at some vocabulary. I will let them work alone and hand out the matching exercise for the vocabulary, one exercise for group A and another one for group B, since they will have different story outlines. When they are done they will have to check the answers with their partners. I didn't choose to do a whole class activity here because I wanted to reduce my TTT and because I think the students will understand the vocabulary used in the story outlines by doing the matching exercise.

I will hand out the story outlines and tell the students they have to read them and that they have to decide ALONE which outline should be the main story on the front page and which one should be secondary. They will also have to give reasons for their choice.

I will tell the students they have to agree on the front page stories for their newspaper. They will have to think about what kind of newspaper they are, which stories will be popular and make people want to buy their newspaper. I will ask them: "Do you remember the lesson of yesterday on giving advice? How can you give advice?" I will try to elicite some ways of giving advice (I think you should/Why don't you?/If I were you, I'd...). I will ask them if they remember Walid's lesson about preferences. And how we can express preferences (I'd pefer/I'd like/I would/I wouldn't mind...). Students will have to discuss in their groups their choices for the newspaper us'ng adv'ce and preferences and explain their choices. And than they will have to decide the main and the second story for the front page. They also have to decide what kind of a newspaper they are going to make. I will monitor and take notes of errors, especially errors with the TL, but I won't do any feedback this stage.

I will elicit from the students what else they will need for their front pages. They will need headlines and pictures. I will give them the pictures I found to go with their stories. I will tell them they have to discuss and choose the pictures to go with their main stories. They will also have to write the headlines for their stories. I will give them a blank page and get them to design the layout of the front page. In this phase they have to think of a name for their newspaper, write the headlines and organise the photos. If the students get through this all too fast I will tell them to have a look at the other stories from the list and choose which ones to use on the other pages of the newspaper. Why and which one they would leave out.

I will let the students choose a representative for their newspaper. He or she should stay with the front page. I will regroup the other students so they are split around the different newspapers. The represantative explains their choice of the story to the other students. If there is still tie the students can move around and visit the different newspapers and learn about their newspapers. I will monitor an take notes of errors. ı will take some general feedback about what they tought of the different newspapers. Which had the best headlines etc...

If there is time I will put some of errors I noted on the white board and get the students to correct them.