This stage is meant for providing students with a context. I will post two pictures showing doodling on the board and then ask what these pictures show. They are likely to provide different names to these pictures. In this way, they will discover the name 'doodling' Then i will put three pictures on the board showing a painting, a drawing and a doodling and ask them what the difference is among all these three pictures? By this practice, they will come to know that doodling making a sketch or a pictures absent mindlessly.

At this stage, i am going to write the topic on the board along with some pictures about doodling. Then I am going to ask different questions about 'doodling': What is doodling? When do people doodle? What are the benefits of doodling? Can you think some situations where people usually doodle? What vocabulary items could be used in doodling? I will ask students to think of similar questions and find answers to these questions. I will give them 3 minutes to brain storm ideas about the topic. I will write down any questions and answers they have found out on the board. After that i will hand out the the reading text to the whole class. I will put all the class in pairs and tell them to read the text and see if their answers to the questions (given on the board) are correct. In teh instructions, i will make clear that they are not going to use dictionaries at this stage so that they can understand the meanings in the context. They will work in pairs and check if they predicted correctly about the text. In order to find answers to the questions given at the board, they will quickly skim through the text using the sub-skill of skimming. They will highlight the difficult and unknown vocabulary items in the text.

At this stage, students are well aware about the content of the text because of skimming and and brainstorming of ideas at previous stage. Now, they are better placed to go for other sub-skills like scanning and comprehension. As mentioned in the previous stage, students have already underlined or highlighted unknown terms and vocabulary items. I will set a question on the board for scanning purposes: 1. Find out the names of the people mentioned in the text. 2. Find out the names of places mentioned in the text. 3. How many benefits of doodling have been mentioned in the text? 4. Who has more recalling ability: doodlers or non-doodlers? I will give them some time to scan through the text and find out the answers. I am going to tell them that they are free to move about in the class to check for their answers with their peers. This activity will give them a good practice of scanning for specific information given in the TL. As the corollary to the stage i will hand over a hand out having comprehension questions on the text. The possible questions are: 1. How does doodling help people in their mundane activities? 2. What materials did the volunteers use in the survey of doodling in the text? 3. What was doodlers average recall capability? 4. What might a person do while listening to a boring telephone call? 5. How many benefits of doodling have been given in the text? I am going to put the students in groups and they will answers to these questions. In the mean time i will keep on moving about the groups seeing how they are performing helping and giving clues to them. When they have finished their answers, i will ask the group leaders to answers the questions in front of the class. All other group will check their answers after listening to the answers given by group leaders. At the end, i will display the answers on the board, and students will check and compare their answers.

At this stage, students will individually focus on certain terms and vocabulary items that are new and difficult to them. These can be divided roughly in to two groups: terms and definitions and graded vocabulary items. First, i will write down some of the terms used in the text on the board and ask students to find out their definitions in the text. This will give them a more focal dealing of the terms. Then i will give them two sets of card, terms and their definitions. They will be required to match the terms with their definitions. This activity will give them a better understanding of the concepts given in the terms. In the second part, i will given them a hand out with sentences highlighted vocabulary items. They will required to understand the meaning of the words in the context. There will be four answers given to choose from. They will be sitting in groups and will be free to move about in order to get help from their peers. At the end of this activity answers will be posted on the board for checking. Finally, i will give a handout with sentences with missing vocabulary items, the students will be required to fill in the correct word to complete the sentence. This will give them a final practice on vocabulary.

This last stage is meant for active production of ideas that students have learned so for. I am going to put them in groups of 4 each. I will display a list of possible questions on the topic on the board to help students talk on. They will be encourage to make their own questions using their own experience. The group leader will act as a moderator to guide the speaking activity within the individual group. This activity has been divided in to two parts: group speaking and the whole class the teacher acting as a moderator. The half of the time, they will be speaking in the group and the rest half with the class. At the end of first half, teh group leader will give out their ideas about topic,and the in the last half the teacher will ask different questions on the topic and students will participate as a class to debate the topic.