• Quick retrieval from earlier learning (Which source is most reliable?). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. A website about a medicine is run by the company that sells it. What should a careful reader think? (it is useless and completely false / it must be the most accurate source / it may be biased, so compare it with independent sources / it is fine because it looks professional) → it may be biased, so compare it with independent sourcesPrompt: Ask: Who made this? Do they know the topic? Is it up to date?
2. Read the question and choose. Why does the date of a source matter? (it doesn't matter / information can change, so old facts may be out of date / old sources are always wrong / newer sources are always longer) → information can change, so old facts may be out of datePrompt: Think about expertise, evidence, purpose and date.
3. You want to find out if a new trainer really makes you run faster. Which source is most reliable? (an independent test that compares several trainers / the advert from the company selling the trainer / a celebrity who is paid to wear them / the shoe box) → an independent test that compares several trainersPrompt: Ask: Who made this? Do they know the topic? Is it up to date?

• Read the first lines of a short text aloud and ask what students predict will happen and why.
• Share the objective: News, opinion, advert or satire?. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: What kind of text is this? Tired of slow Wi-Fi? Switch to ZoomNet today and get your first three months half price!
• Step 1: News reports inform; opinion pieces argue; adverts sell; satire exaggerates to criticise or amuse.
• Step 2: It is trying to sell a product.
• Step 3: So the answer is: advertisement
• Answer: advertisement
• Pause after each step and ask a student to say what comes next.

• Do these together. Students try each step on whiteboards before you reveal it.
• Use the hints as prompts rather than giving the answer.

1. What kind of text is this? Government Announces Plan To Solve Traffic Jams By Making Every Road One Metre Long (news report / opinion piece / advertisement / satire) → satirePrompt: Is it reporting facts, giving a view, selling something, or exaggerating to make fun of something?
2. Read the question and choose. An influencer praises a skincare brand but does not say she was paid. What is the problem? (viewers may think it is an honest opinion when it is really an advert / there is no problem / influencers are not allowed to like products / the product must be bad) → viewers may think it is an honest opinion when it is really an advertPrompt: Ask who made the text and what they want you to do or think.

• Students work on the student sheet. Circulate and check the first two answers of every student early.
• Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

• Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

1. Read the question and choose. Why can satire be mistaken for real news online? (when shared without its source, the joke can look like a real headline / satire is always false and harmful / news sites never use humour / satire uses no headlines) → when shared without its source, the joke can look like a real headlinePrompt: Ask who made the text and what they want you to do or think.
2. What kind of text is this? The council voted 7–2 on Tuesday to close Mill Road to cars on Sundays from June. The change will be reviewed after six months. (news report / opinion piece / advertisement / satire) → news reportPrompt: Is it reporting facts, giving a view, selling something, or exaggerating to make fun of something?

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-7.