I start out by asking students if they watch TV news any time, and if they have ever seen reports and interviews with people from different places and about different topics - getting some answers, praising students who come up with examples and answers, so as to encourage participation, set the context and engage as many pupils as possible. Teacher: Have you ever watched any documentary reports from different places about different issues, like children, sports, environment, games etc.? Teacher: Which TV channel shows these reports live during a game or something? Did you like it? Why?

Referring to the pictures of the story, I will elicit situations with the pupils, getting answers from them about the report situations in different places. Once I get their expected answers and clarify the situations and characters in the story, I will either write the vocabulary planned to be taught, or show them one by one in the interactive board, eliciting the meaning and pronunciation of the new words from the pupils, which I will follow by drilling those words one by one with the class and specifically with some students who I believe have problems at pronouncing those words. 1. loathe /'lɔuð/ (v.) - hate 2. bland /'blænd/ (adj.) - dull and unexciting 3. mentor /'mentɔr/ (n.) - a trusted person who gives a person helpful advice. 4. dilapidated /di'læpideitid/ (adj.) - a dilapidated building looks worn out and run down. 5. coordination /'kɔuɔrdineiʃən/ (n.) - involves organizing the different parts of something so that they work well together. 6. Altruism /'æltruizəm/ (n.) - being concerned about others before worrying about oneself. 7. sensibility /sensi'biləti/ (n) - special awareness in a certain area; for example, a person can have an artistic sensibility or a musical sensibility. 8. advocacy /'ædvəkəsi/ (n.) - giving support to a person, idea, or cause. 9. mistreated /'mistri:tid/ (adj.) - if something is mistreated, it is used in a way that harms or hurts it. 10. compassionate /kəm'pæʃənət/ (adj.) - kindhearted and understanding person.

In order to get the gist from the pupils, I will have them listen and follow through the text, telling them to try and understand who is interviewing who, and what places those interviews take place, without burdening them with finding any specific information or summarizing etc., because it is too early to ask them to read for specific information. When they have finished what they are told to do, I check for understanding, get the answers about the characters and places, and check if there is any other word or anything they need to know before I actually give the pupils their character roles. I conclude this stage by give each student their role to rehearse. Penny Baldwin (California) = the TV news reporter Eva Soto (Oakland, California) = the first interview reporter Kiyoshi & Friends = interviees T.J. Mark (Houston Texas) = the second interview reporter Brent & Friends = interviewees Jacob Stein (Gulf Coast, Florida) = the third interview reporter Kavi & Family = interviewees Addison Base (Ohio) = the fourth interview reporter Sheila = interviewee Randy Vasquez (Atlanta, Georgia) - the fifth interview reporter Felix = interviewee

At this stage, students will be assigned character roles, which they will be reading and rehearsing in groups, preparing for the act-out in the class. I will be monitoring them at all time during the rehearsal, providing help and instructions as necessary. In the end of the reading stage, they will be told to try their best at acting out the story, since their performance will be evaluated and given credit for, in order to encourage full participation and a sincere presentable performance, leading to development of pupils' presentation skills.

Finally, the pupils will get their chance to act out in front of the class, using their books to read from, since they will not be able to remember the whole text in such a short time. While the first group acts out for the class, the other group will be told to listen attentively and get morally ready to perform at their best of abilities. To conclude with the lesson, the pupils will be given homework from the Practice Book, page 147 to do the vocabulary exercise, which is directly related to the vocabulary learned in this reading lesson.