Ss watch a short video to get familiar with the subject of the text they are going to read about. Then, the meaning of 3 to 4 words will be elicited and some CCQs will be asked to make sure they know the meaning of key words related to the exercises in vocabulary and reading.

Ss are grouped to some pairs. Handouts will be distributed among Ss to do exercises 1 and 2. After finishing, they will have opportunity to check their answers with their peers. After that, they will have time to make sentences by newly learnt vocabulary together in pairs to practice them.

5-6 words from the text will be elicited and some CCQs will be asked to make sure they know key words of the text. Ss will be told that they are going to read a text on handouts in 2 minutes, but they do not need to pay attention to every word they don't know the meaning of that. A purpose is established for this stage which is thinking of a headline for the article.

Ss will be asked to read the text more detailed and precisely to find the answers for questions in part 2 Reading exercise. They will be told to read individually and they will have more time around 10 minutes. After that, they will have 4 to 6 minutes time to check their answers with their peers. Then, one student from every group will answer to check them with W/C.

Ss will discuss the question in exercise 3 with their peers. Then they will be asked to say the result to whole class. As flexi-stage,they may have 5 minutes time to speak with their partners about a topic which is similar to the text but is happened in their own country.

• To try to understand Turkish names when students introduce themselves. So, I can call their names, easily. • To smile more • To give clearer instructions and get the Ss practice TL in their group • To elicit the meanings of vocabulary and make students more involved in the lesson • To monitor more effectively • To maintain a good pace • To decrease TTT while increasing STT • To use CCQs • Not to correct Ss the errors on the spot • To allow more free by avoiding giving my own opinion that may stop Ss speaking • Not to waste time by writing on the board

• There are 6 men and there is a woman in the class. • The time of the class is 45 minutes which means that the ambiance of the class will stay energetic by its short time rather than becoming boring. Especially if the teacher applies more three or more different activities. It is held in the evening, but students get going nearly quickly, and they do not sound tired.

• Among Ss, Aisegol sounds a strong student. The others are somewhat in the same level, however it may be too soon to determine their level after just one session. • Most learners are S and they want to study English for academic purposes. • As I understood during last session, they need to work more on their speaking. Their writing and grammar is appropriate to their level. My current lesson is reading and vocabulary; and it will help them develop their reading skills as well as useful vocabulary related to a social matter. • All the Ss are very interested in learning English

I tend to forget the to keep the pace, so I need to follow my planned time. I should control the amount of TTT and let Ss have more time to work together. I have planned tasks which help me to appoint the Ss to work and talk together more. I think that Ss may have difficulty with finding a suitable heading for the article. I have provided some options to give them in this case. I have provided different ways of eliciting for vocabulary from miming to showing a picture or giving a definition, because I thought it might be impossible to elicit all pre-teaching vocabulary by one method. It is very likely that Ss have difficulty to learn new vocab and use them when reading and pair discussion. So, they will have opportunity to use and repeat them with their peers or in groups to get ready to use them in the next stage.