To elicit interest in "demonstrations" topic by activating schemata to provide context to the lesson. Will bring in newspaper, realia, to spark conversation on the news.

Review Ss to vocabulary which is directly related to the topic of the text (demonstrations, protests, newspapers) so that it can be used to activate schemata. Get Ss interested in the topic of the lesson and text. What are protests or demonstrations? Have you ever read about them in the newspaper?

Instruct Ss to work alone, and to read the text in the HO in one minute. Chest the HO and before giving out the HO ask ICQs: Are we writing, or reading? Are we reading slowly, or quickly?

Working in pairs, Ss will answer Q2, matching headlines to the articles. T will set task at 4 mins., go quickly go over answers on WB.

Ss need to re-read text for details in preparation for Q3. Will ask some ICQ's, such as: Are we reading with our partner, or alone? Are we reading very fast, or slowly this time?

Ss will work in the same pairs on Q3, a more detailed question about the text. T will set time limit at 4 mins. and then review answers on WB.

Ss will work in groups, not pairs, to match the definitions to the words in the text. The words may be new, so they will be asked to work together as a team to find them. T will set time at 5 mins. After 5 mins. T will ask the Ss their answer and write the vocabulary on the board. Further discussion of the words, such as - Pompous means vain, arrogant, someone who thinks that they are important, will be elicited from the Ss.

Q5 of page 78, discussing in groups about demonstrations and their personal experiences.