- By projecting the picture of the reading on the board, I will ask some questions about it. # what do you see in the picture? # who do you think they are? # where are they? # what are they doing? - After whole class engagement with the questions, I ask them to work in pairs and by looking at the picture on the board write as many words as they can brainstorm, this is done as to see their background knowledge of vocabularies related to this lesson. In the end, I will ask them to count their words and then the pair with the most number of words will read aloud their words for the class.

- I pre-teach the keywords (fisherman, businessman,yellow-fin tuna, and boat) using visuals. - Title and introduction of the passage will be projected on the board and students are provided with H/O containing 5 questions and then they are put into four groups. They are asked to read the excerpt of the text and answer the questions. Answers will be checked on W/B. - Before going to listening part of the passage, some other new words will be pre-taught. Ss will be put in four groups, will be provided with the flashcards of words and their definitions, and ask them to match them in front of themselves on the floor. The winner will be the group that finishes sooner.(bored-catch-advice-reply-siesta, and exclaim). Finally, words and definitions on the floor check by the teacher and pronunciation will be drilled. Words will be left on the floor in case there was a need for students to jog their memories while reading the passage.

- Students are given HO which has eight statements. They will have some time to read the sentences, after that, I will play the audio, they will listen and check the sentences to see if they are true or false. After the second listening, they have a pair check and then as a class check, and finally, I will project the answer key on the board.

- Students will be instructed to read the fable on their handout and fill the gaps first by guessing and based on the information from the previous listening. This is followed by listening again to the same fable and fill out the blanks. Pair check is run as a routine and class check is run using WB. Learners are invited to come to the board and write their answers on it. Following teacher's checking the answers, students are asked to record the correct answers.

- The word 'moral' is elicited quickly using teacher-fronted approach. - In pairs, students are asked to answer two questions on the HO given to them. Questions in the H/O follows as: What do you think? # Do you think the fisherman follows the businessman's advice? Why/Why not? What is the moral of this story: "Money makes the world go round." "Understand what really matters in life." "Don't listen to other peoples advice." "Work more, earn more" Students are encouraged to give reasons and provide personal examples to support their answers. A time limit is set to give students more focus. This is followed by close monitoring to record students common errors by the teacher so as to give feedback at the end of the lesson. - After students are finished their practice, the whole class check is done by calling on some students to reply their peers' answers and discuss their reply further as a whole class. - a picture projected on the board showing "The Thinker" statue with a bubble "what really matters in life?" students are put in three groups to discuss the question which is a personal repose to the moral of the story. the music will be in the background while they are doing the discussion.The class check will follow. - the lesson ends with the teacher providing feedback on one or two common mistakes made by students. This is mainly done by elicitation.