The teacher will show a picture of spice girls on the board and ask the students which band they think it is. Once the correct answer is set, the T will pair the students and ask them to tell each other what they already know about Spice Girls (e.g. what kind of music did they use to make? Focus on who the members were? Can you name any?)

After hearing a few opinions about Spice Girls from the students, the T will try to get answer 'Emma Bunton'. If the students don't come up with the name, the T will display her picture and subsequently name on the board. Then the T will ask the students to skim the interview and come up with the answers to the two questions above the text. T tells the students not to read the entire interview but to try to find the answers only. (CCQ - Are you going to read the whole text? No. Are you going to read fast or slowly? Fast.) The T then groups the students to check their answers together.

The T provides drilling on the pronunciation and stress without showing the words, yet. After each word, the T sticks a paper on the board so the students can see the word after learning the pronunciation. When all the words are covered, students are ready for the next stage, which is reading.

The T asks to students to skim the text once more, this time in order to find the words on the board in the text and try to match them with their meanings before the actual reading. After the given time, the Ss walk up to the board in order to match the words and definitions.

Now that the students have created their own glossary, the teacher sets the next task by telling the student that they will have to decide whether the following statements are true or false after reading the article more carefully. The students first check the answers in pairs, then the FB is conducted on the WB. The T encourages the students to correct the false statements.

The teacher will first ask the students to change the sentences from the previous activity to first person. After checking the answers and making sure that the Ss use the correct structure, the T will then ask them to change the information in the sentences so that it is true for them. In case the instructions are hard to understand for the students, the T will give one example.

The T gives handouts in which there is a table with a number of questions that start with 'who or whose'. As the students has just changed the statements in section 2 in a way that it is true for them, they will walk around the classroom trying to find out whose father was a better cook than his mother and etc.

The students tell things they found out about the others to each other. It is vital that they make full and grammatically correct sentences. In this activity, pairs shouldl be changed a couple times.