Moon Landing

Theme: Science, Space and Technology

Before we start, please make sure…

ü your name on Zoom is clear (use Latin letters)

ü your camera is on and mic is off (unmute when
needed)
ü you are in a quiet area that helps you focus
ü you have a notebook or a note app ready to
take notes

Ilka X@!

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Zoom features

Check your audio and video settings Use Annotate when a screen is shared

Use Latin letters for your name

Ask questions in the Chat or use

Reactions
Share Screen when the teacher asks

Use Save to make screenshots

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Lesson objectives
In this live part of the lesson, you will will discuss and evaluate popular conspiracy
theories, including the Apollo moon landing, and decide which deserves to be the
subject of a TV documentary. You will also review vocabulary related to hoaxes and
cover-ups, as well as expressions for conveying doubts and giving explanations,
that you learned before the lesson.

Highlighted skills:
Speaking (live class) and Reading (before and after the lesson)
Language focus:
Vocabulary: Vocabulary related to hoaxes and cover-ups
Functional language: Expressing doubts and giving explanations

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Lead-in

• What was newsworthy about these events?

• Why did they become controversial?
• Can you think of any other world or local events that have provoked suspicion?

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What do you remember?
Before class, you read a text about the Apollo lunar landing
and some things that American public have found
questionable or suspicious about it. Do you remember what
the article said about the following?

• fluttering flag
• shifting shadows
• phantom photographer
• fatal radiation
• fake footprints
• absent stars
• missing fumes

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Language focus 1: Vocabulary

conspire cover up deceive fake imply stage

a. The president tried to cover up the amount of corruption to avoid a scandal.

b. The gang faked a large number of bank notes using sophisticated technology.
c. He managed to deceive everyone into thinking he was a genuine doctor.
d. They staged the murder scene to look as though there had been a struggle.
e. The barrister implied that the accused had dishonestly amassed his large
fortune.
f. He conspired with other criminals to overthrow the gang leader.

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Language focus 2: Functional language
Expressing doubts
Another source of contention is…
Disbelievers would argue…
Some commentators find it
incredible that ...
It is hard to credit that ...
Contrary to expectations…
...this gives weight to the suspicion
that...
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Giving explanations
The scientific explanation for that
is…
In point of fact…
This anomaly is explained by the
fact that…
This is accounted for by...
This is disputed by scientists who
claim...
This is dismissed by NASA who
state…
 Task
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Task Preparation

I will send each of you a different text in chat. You should:

• read about what happened and identify the sceptics’
suspicions and the official explanation given
• prepare to summarise the information so you can share
it with other people in your group.

You have 3 minutes to read and make notes.

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Task
Work with your partners and discuss both conspiracy theories. Decide which
one would make the best subject for a TV documentary. Be prepared to feed
back to the class on how you came to your conclusions.

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How can you make more progress?
Complete the Progress activities online.

Review the language rule we have practised today.

https://www.bbc.co.uk/learningenglish/english/features/6
-minute-english/ep-160519

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What’s next?

Remember to download your

certificate when you finish the theme!

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What do you think?

Do you like the platform?

What did you think of the activities?
What further information do you need?

For more information, write to

support.englishonline@britishcouncil.org

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