Firstly, the lesson starts with some pictures and lead-in questions to engage the students with the lesson. T asks SS to read the questions and answer them. T shows three different celebration pictures and tries to elicit the word "celebrate" or "celebration." "Are they happy? (yes) "What is happening in these pictures?" (birthday, champion, soldier) What are they doing? (celebrating)

After the lead-in pictures and questions, T sets the content of the lesson. T shows pictures about the target vocabulary and elicits the words by showing the pictures and asking CCQs. 1- celebrate "Are they happy and dancing?" (yes) 2- firework "when do you see this?" (when people celebrate) "Are they loud and shiny?" (yes) 3- ceremony "is it formal or informal?" (formal) Are they only for happy events? (no) 4- traditional "are they casual?" (no) do they represent some kind of culture? (yes) 5- lucky "does it mean you are successful?" (no) "does it mean you did something good by chance?" (yes) 6- chime "can you hear the sound of it?" (yes) "what chimes? where?" (bell, church etc.) 7- take on "does it mean you are child?" (no) "grown-up?" (yes) "Do you have to be responsible?" (yes) After the eliciting and CCQs, teacher drills the words one by one. Then, T hands out the vocabulary sheet for pairs. Students, in pairs, have to stand up, look around the room and read the some definitions. By talking to their friends, they find the correct definition and match them with the accurate vocabulary. T says they have 5 minutes to finish this task. "are you standing up or sitting down?" (standing up) "are you working alone or with your partner?" (with my partner) "how much time do you have?" (5 mins) T wants SS to check their answers and gives a whole class feedback.

T wants SS to scan the five paragraphs and their titles very quickly. Then T wants them to look at the pictures and try to find the corresponding paragraph. T says that SS have 2 minutes to complete this activity. "are you working alone?" (yes) "Are you speaking or reading? (reading) "Have much time do you have?" (2 mins) T monitors the students while they are on the task and gives a whole class feedback after providing students with the correct answers.

T announces that SS have to read the text in detail now. T shows the questions and asks SS to read them quickly before starting. There are 6 detailed questions and the students are answering them alone. After reading the questions, T asks SS to read the text for 3 minutes. T gives another 3-4 minutes for SS to answer the questions and complete the activity. "Are you reading it slowly or quick?" (slowly) "Are you speaking with your partner now?" (no) Afterwards, T wants SS to stand up and sit somewhere else with/next to a new person. With their new partners, SS check and compare their answers. They have 2 minutes to do this.

Final stage of the lesson is designed with the aim of speaking. T wants SS to think with their partners and come up with a brand new celebration style and purpose. T hands out the scaffolding sheet and also T provides one example to set a clear expectation from the students. With their pairs, SS work on their task for 8 minutes. "Are you speaking with your partner?" (yes) "How much time do you have?" (8 mins) While the SS are on the task, T monitors them provide assistance if needed. When the time is up, T randomly picks some students and wants them to present their new idea. The lesson finishes with a whole class feedback.