To engage the students in the topic of family music bands I will ask the students 2 questions. 1) Which types of music do you like most? ( I will give these examples: folk, disco, jazz, hip-hop, regaeton, rock, pop, rap) 2) Are there any types of music you don't like and why?

To prepare students for the text I and make it accessible I will clarify the following vocabulary on the whitebord. I have prepared a whiteboard with the vocabulary on it and will share my screen. 1) The word "featuring" -Meaning: First I will ask the ss if anyone knows the meaning of this word. If so, I will let them explain. If nobody knows I will ask them if they can deduce the meaning of the word from the following sentences: Lady Gaga is featuring in the film " A star is born" or A song by George Michael featuring Chakira. After that I will tell ss that featuring means playing an important role. -Form: I will tell the ss this is a verb - Pronunciation: tell ss the emphasis of this word is on the first part of the word. I will ask ss to repeat the word a couple of times. 2) The word "appeal". Meaning: First I will ask ss if they know this word and if they can explain it. If they do not know I will ask them if they can deduce the meaning from the following sentence: "That food does not appeal to me" or "regaeton music has no appeal to me". Then I will explain that it means attraction . Form: I will explain it can be used as a noun or as a verb Pronunciation: emphasis is on the last part of the word. I wlll say it and ask ss to repeat it a couple of times. 3) the word "equivalent". Meaning: First I will ask ss if they know this word and if they can explain it. Then I will ask if they can deduce the meaning from the sentence " a cup is equivalent to 250 ml" . Then I will explain that it means something with the same value. Form: the word is a noun. Pronunciation: the emphasis is on the second part of the word. I will say it and ask them to repeat it.

I will tell ss they are going to read a text about music bands and share a copy of the article with ss in the chat and tell them they are going to do 2 exercises where they have to answer questions about the text I have provided them with. I have prepared the exercises in two google forms documents and will send the first form to ss via the chat. I will tell them to read the questions first and then I will give ss 5 minutes to read the article quickly just to answer the questions. Tell ss not to focus on difficult vocabulary. After 5 minutes we will discuss their answers to the first exercise briefly in the classroom by asking ss for their answers and comparing. After that I will send exercise 3 in the chat, which I have prepared in Google forms and give ss 4 more minutes to answer these questions. I will explain that question a is not answered in the text for all the bands. After 4 minutes we will check the answers

I will tell ss they are going to do another reading exercise and I will send them another Google form with 7 questions in the chat. SS have to read the questions first and then read the text again to answer all the questions. I will give them 6 minutes to do this. After 6 minutes I will put ss in breakout rooms to check their answers in pairs. They will get 4 minutes to do this. After the breakout rooms I will ask ss what their answers are and why they chose that answer. We will do an open class feedback.

For this post reading speaking activity I will ask the ss if they think the family groups are happy working together. I will tell them they are going into small groups in BOR to discuss what would be the advantages/ problems of working with family members. Would they do it? Why/why not? I will also ask them if they think that parents of talented children push them to be successful. Do they know of any cases? What happened to the children? I wiil give students 5 minutes to discuss in BORs. While they are in BOR's I will monitor them and write down some errors ss make when speaking. After BORs I will ask ss of each group to tell answers and share with whole class. Finally I will do the delayed error correction.