Teacher has an excellent example of a celebration which was recently held and students know about it well. That is a good excuse for the teacher to start talking about it and ask students to share their memory and also whatever they would like to do in the ceremony with his partner. Then write the word "party" on the board and brainstorm the ideas.

As the teacher eliciting the student's ideas about ceremony, he teaches two or three of the essential words (firecracker, firework, parade) which is anticipated to play a crucial role in the text comprehensibility. Teacher gives them some handouts and they match the meaning of the vocabulary with their meaning. In this stage teacher uses the materials ( like photos) to save the time.

Students are put into pairs to discuss the questions which are given by the teacher. The task aims to save the time and also lies the foundation for interactive learning area.

Teacher ask students to read the text silently and answer the questions which they discussed with their partner in the previous task. in this stage it is really important to make the students read it individually and set a time limit so they read it quickly. To provide good clarification, teacher ask one or two CCQs. In this task teacher can identify the early finishers and in the next GW or PW pairs them with the weaker students to get the better result from the class.

Teacher asks students to check their answers in pairs. Doing this activity is a contributing factor to prepare the students to do the subsequent tasks. Then teacher nominates some of the students to answer the questions. Then teacher gives them the answer sheet.

For post-reading, He encourages the students to complete the summary without looking back at the article. He allows sufficient time and offers help if necessary. Such an activity helps students to work on their short memory and try to recall some new words which they have just seen in the article.

Teacher puts students in a group of three to check their answers before the WC feedback. Students are given an opportunity to find their own misunderstanding while they were reading the text. In the end, they are given the AK to check the answers.

Teacher sticks the photos on the board and elicit the name of what they see in the pictures. Then teacher gives them a pronunciation drill. Write the phoneme on the board if necessary and underline the stress to help the correct pronunciation.

Teacher asks students to write a short paragraph about a festival they know or participated in before. They are asked to write a summary in which they use the vocabulary they have just learned in the article and tell it to their partner. Then the teacher nominates two or three students to tell their story to the class.