I would begin the lesson with an engaging ice-breaker which is a ball-game (less than 1 minute) to hope students settle down and bring their attention to the classroom. I will bounce the basketball and they all need to clap once and then I will pretend bouncing that then the ones who clap are out and will sit down. ICQs: How many times are you going to clap? once. What happens if I pretend and you clap? Sit down (out of the game). Then I will show them a picture just for 30 seconds extracted from the reading text which is about the movie of a poor Indian boy who got lost to contextualize as well as activating their prior knowledge and schemata, I will ask each group to come up with as many verbs and adjectives as they can relevant to the photo. ICQs: Are you describing the photo? No. How many action verbs and adjectives? As many as possible.

In order to generate a certain level of interest that could better connect students to the content of the lesson and the material, I will provide students with 10 key words (Grow up/India/Adoptive mother/Australian house/Village/Lost/Found/25 years later/Map/Remember) taken from the text with some modifications to elicit the topic of the lesson. As a result, they are better able to guess the topic of the text. I will,subsequently, reveal the text on the screen explaining that we are going to read the story of the boy in this text. ICQs: What are you doing now? Guessing the topic based on the given words. As for the better understanding of the text, I will pre-teach some blocking words (brass ornaments, peekaboo, grubby, distress, figurine, teem with sb/sth) from the text with an engaging activity using paper cups. Each group will be handed a paper cup containing the letters of each word along with the definition being glued to that cup following the MFP approach (clarifying the Meaning then looking at the Form). Then giving them less than 1 minute to form the words, as a follow up I will elicit the words and put them on the board and focus on their Pronunciation drilling with students with some variety. ICQs: How much time do you have? 1 minute.

As for the gist, I will pin three general questions (sticky note) on the board and they have to stand up walking around with their handouts read and find the responses within a certain time limit. Afterwards, they will be given the opportunity to check their responses together then I will display the answers on the screen (Whole Class Feedback). The purpose of this activity is to gain a general understanding of the text very quickly without going through the details. ICQs: How many Qs are there on the board? 3. Are you doing it alone or together? Alone. How much time do you have? 2 minutes.

The students are going to accomplish a task focusing on reading for specific information and details making inference if the sentence is True or False. They will work in groups of 4 or 5 (since there are 34 of them) collaborating with each other putting different parts of the sentences together and then unanimously decide if it is True or False. There will be 5 questions coming from the text aligned with each paragraph. This is supposed to be done in a game form that is sleeping penguin, each student will be labeled 1,2,3,4 then they go to sleep while having a mini-whiteboard. The teacher will ask them to wake up and based on the number being nominated they wake up look at the screen and memorize the part of the sentence then the following numbers until the teacher asks all the students to wake up then they put T or F then raise their mini-whiteboards. The teacher will go over their responses and provide them with answers to check their understanding.

I will create 5 generative questions relevant to the text allowing them to associate with it and personalize it in a productive skill (speaking). So, there are also 5 numbers and the teacher will distribute them amongst learners. They will stand up walk around as for a mingling activity turning to a peer exchanging their ideas (asking and answering) then swapping their papers with each other. ICQs: How many Qs and numbers are there? 5. What are going to do? Stand up and walk around ask and answer the question. What happens next? Swap the paper and turn to someone else. It goes on almost for 5 minutes then they will return to their seats, the teacher will use a website (onlinestopwatch) to randomly select a number, then the students with the designated number stand up answering the question as for the whole class.