* T brings farm animal toys (Cow, Horse, Pig, Cockerel, Donkey, Cat, Dog, Duck,..) some kitchen toys (Oven, Tray, Spoon, Fork, Pot, Pan). * T puts these items on the carpet on the floor to grab the students attention. * T asks the students to make a circle by holding hands together including the teacher. *T asks the SS to sit on the carpet in a round shape, While the items (toys) will be in the middle. * T asks the students to name each item on the carpet and try to imitate the animals' sounds.

* T asks the students to get back to their seats, Meanwhile teacher will stick the Gingerbread man Banner (Title) on the white board. *T elicits what is the story talking about, by asking the students these questions: - What story are we talking about? - Did you watch this story before? - What can you see in the banner? - What colors can you see in the banner? - How many characters are there?, Are all the characters animals, men or both of them? - Who are the characters? - What are the characters doing? - Who is the main character?, Guess what is the main character's name? - Why do you think the Gingerbread man standing on the fox's back? - Where do you think the story takes place? - Why do you think they are running after the Gingerbread Man? - Is the Gingerbread man a real man or a biscuit? - Did you try to eat it before? If yes; Did you like it?, Is it sweet, sour or bitter? If no, try to guess its taste. - What's the color of the Gingerbread Man? - What parts of his body can you see? - Ask the SS to guess what is going to happen to the Gingerbread Man at the end of the story? * T plays (2 min) of the Gingerbread man short story video ((https://www.youtube.com/watch?v=a1VO0x4oSzM&t=11s)

* T asks the students to work individually. * T sticks the word mat on the white board. * T reads the vocabulary words to the SS and gives clear and directs instructions to the SS to highlight the words they find on the word mat while reading. * T asks the SS to figure out the meaning of the challenging words (Oven, bake, tray, cockerel, river) while reading the story. * T gives each student a highlighter. * T gives the SS the Gingerbread man short story handout. * T recaps the instructions given above to make sure the students understand why are they reading and what are they going to do while reading. * T asks the SS to read the story. - After reading, T checks the SS guesses previously made about the challenging words. * T introduces and explains the vocabulary words using the vocabulary flashcards, and give examples on the challenging words. * T gives instructions to SS to work individually and match the word with the right picture. * T gives the vocabulary matching worksheets to SS. * T repeats the instructions given above to make sure the students understand what are they going to do in this activity. - SS will answer the worksheet. * T monitors the SS while solving the worksheet. * T feedback.

* T asks the SS to sit in one large group in a round shape for GW activity. * T gives instructions to SS to watch and listen carefully to the Gingerbread Man short story video in order to memorize the story sequence, while the SS rearrange the story events correctly. * T gives the SS the sequencing activity sheet. * T plays the Gingerbread man short story video (https://www.youtube.com/watch?v=a1VO0x4oSzM&t=11s) * T asks the SS to put the pre-cut sequenced events in the correct order, while the story is played at the same time. * T repeats the instructions one more time to make sure the SS understand. * T plays the story and asks the SS to rearrange the sequence of the story. * SS correct their answers together. * T monitor the SS while sequencing the events of the story. * T- GW feedback.

* T divides the SS into pairs according to their levels, intermediate next to beginner, so they encourage each other. * T gives the SS clear instructions to write two sentences next to each picture using at least one key word from the word box. * T asks students to repeat the instructions again to make sure they understand the instructions. * T asks each pair to read out loud their sentences. * T asks the SS to check the answers together (peer feedback) - T monitors, then T feedback.

* T divides the SS into two large groups (Group A, Group B) , to make a role play. - Group A actors and Group B audience. - Group B will be seated in a row, while Group A will stand in front of the class. * T gives Group A the role play script and the characters' masks. * T asks each student in Group A to choose the character they want to act. * T asks Group A to act out the story. - Groups will take turns, as Group A will be the audience and Group B will act out the story. * T feedback, and write down in a note book each group mistakes (if found). * T corrects each group's mistakes. * T announces that the two groups made a great job, and praises both groups with stickers. In case of having extra time; * T gives the SS extra free controlled activity (Decorating the Gingerbread Man) using play dough, as the timing will vary from one activity to anther depending on the setting of the moment and the differentiation of the students' skills and abilities to finish the requested tasks. This activity will managed as follows: * T asks the students to sit in a round shape. * T asks the students to decorate their own Gingerbread man using play dough. * T gives the SS the laminated Gingerbread Man mat and play dough. - SS will be asked to decorate their own Gingerbread Man.