the teacher asks students if they love reading and the last book they read. the teacher displays a picture about two men one is so sad and depressed and the other is happy and asks them do they have the same feeling?

Previewing: the teacher asks the students to read the title of the article and predict what this the article is about. The students participate individually to guess the aim of the article. before starting the lesson the teacher changes the seating of the class into a circle to be more effective for discussion. the teacher establishes the purpose of reading in this article which is reading for cultural knowledge and awareness as the teacher explains that this article is from a magazine to expose the cultural worldwide views concerning mental health problems. the teacher uses activities to engage the students with the text. 1- Anticipation guide : the teacher gives each student a sheet of paper it is about a table with five sentences and agrees and disagree columns and asks students to read the sentence and agree or disagree according to their knowledge. The teacher gives them 3 minutes. sentences agree disagree agree disagree The sentences are: 1-people refuse to talk about their mental health problems. 2-You diet can change your mood. 3-Wellness programs at work benefits employees but not employers. 4-the writer believes that exercising outdoors may be better than exercising indoors. 5-Working at home in the evening and on weekends is a good idea. Note: the teacher returns back after reading to this anticipation guide and asks students they would change their minds or not according to what they have read. The students compare their answers to the author's point of view. the second activity problematic situation: the students work in cooperative groups to set solutions to decrease the mental health problems according to their knowledge. Note: After reading the teacher asks the students to compare their solutions with the writer's and which one they have preferred. the teacher starts reviewing the main vocabulary that is keywords in the article by giving definitions or gives examples from another context in their knowledge and relates them to their culture some examples of the keywords and new vocabulary (volunteering-stigma-work life-balance-treatment)

Skimming Strategy or reading for gist: the teacher asks students to go through the article rapidly and guess the main idea of the text and what the content may be about. the teacher listens to the students' answers. the teacher establishes the purpose of reading for gist is to check general understanding and prepare them for the detailed tasks. feedback stage: the teacher gives students feedback by asking students to compare their answers (S-S), elicit the answers from them, and write the correct answers on the board. as well as asking follow-up questions. reading for details, scanning The teacher asks students to read the comprehension questions first in 3 minutes task before text. Then the students will read the text and focus in details and answer the questions in group work. while reading the teacher stops at the end of each section and asks questions the purpose here is intensive reading to understand more detailed information the teacher asks detailed questions for example: what employers do to create an environment which supports good mental health? what does it mean World Mental Health Day? Does Australia recently celebrate World Mental Health Day every year prove your answer? what kind of exercises can you do to relax? give two examples? What do you do if you feel lonely? what do you should eat to feel good? feedback stage: the teacher gives students feedback by asking students to compare their answers (S-S), elicit the answers from them, and write the correct answers on the board. as well as asking follow-up questions.

the teacher divides the students into groups and asks them to write headlines and create a new title for the article. in order to identify the references (cataphoric and anaphoric), the teacher underlines a pronoun and asks the students what it refers to. For example, in anaphoric, the teacher asks the students to identify(they) in the fifth line of the seventh paragraph and what it refers to. Note: the teacher elicits the meaning of anaphoric and cataphoric. • the teacher lets the students guess the meaning of some words in the context. The key vocabulary explained before in the prereading stage helps them. for example : what does the word rarely, anxiety and depression mean ? • integrating reading with other skills: the students are • required to write paragraph about how to support themselves and others to have better mental health? reading and writing the teacher return back to anticipation guide activity and discuss speaking task the student's opinion and if they changed it after reading. • the students read carefully the writer's solution for having better mental health and compare them with theirs. the strategy used herein reading is top-down as the teacher starts with the general idea and the specific details after that. problem 1: the students may be confused about the main idea. solution 1: the teacher finds prompts and explains them in a simple way. problem2:the keywords may be difficult to understand. solution 2:the teacher relates them to another context or their prior knowledge.