1 T writes New York on the board. She asks students to write down three things they know about it in (1 minutes ). Then Ss share their ideas with the class. 2. T uses picture to elicit . Picture of liberty statue and the Central park , and Tarzan. She tries to connect the ideas of having the pictures this way! 3. Prediction : T asks the students to find the relations between the last two photos. if it works the T. skips task 1 and 2. 2. Ss Read the conclusion as a class silently . T deals with any vocabulary queries then discusses the questions as a class.

1. Pre-teach vocabulary A T deals with vocabulary queries as necessary eliciting , using pictures and teaching the words. 2.Skimming (reading for gist) T Give students time to read the conclusion as a class (2 minutes). T. checks the answers and show it on slide no 11. 3. pre-teach vocab: T elicits and uses CCQ using pictures to be matched. . 4. 4. Skimming (reading for gist) and prediction T Give students time to read the introduction (2 minutes). Put students in pairs to answer the questions. T. check the answers and shows it on slide .16

.4. T. Give students a short time to read the headings. T elicit the word postscript then puts students in pairs or small groups to discuss their guesses about Bob Redman’s story. she elicits a range of ideas from the class, but doesn’t confirm or reject suggestions at this stage.

Students read the whole article to see if their ideas were correct. Discuss what they were right about. T gives students time to read the statements. she deals with any vocabulary queries. T. Does number 1 as an example. T. Give students time to complete the task, working. Then she puts them in groups to discuss their guessing and answers. Elicit the answer and shows the key answers on the slide 21.

6. Vocabulary T focus students on the highlighted words in the text. T. asks students to match them to the synonyms 1–8, using the context of the sentences around them to work out the meanings. she elicits the synonym for the first highlighted word as an example if necessary. Students work alone on the task, but can check in pairs. Monitor and assist students who . T. drills any new words (mournful, dismantle, to ensure good pronunciation including word stress. T reminds them to correct the false statements. T. tells them to try inserting the synonym into the place of the highlighted word to test whether it makes sense. T. goes through answers with the class. T. drills any new words to ensure good pronunciation including word stress. T lets students check their answers in pairs before checking with the class. Encourage students to say where they found the relevant information in the text.

T.reads the instructions as a class. She puts students in small groups to discuss their ideas. she monitor and helps as necessary. Finally, she asks a spokesperson for each group to present their ideas to the class.