I will ask the students the first question (a) of the reading lesson on page 72.

Introducing the new vocabulary words (scared, fear, panicked, frightened, terrified, dizzy, phobia, anxiety, nauseous) helps students become familiar with key terms before encountering them in the reading.

Asking students to match the questions in Part C with related parts of the reading ensures they focus on understanding the structure and key ideas in the text. For this procedure, I ask the students to read each section of Part C and then each paragraphs of the reading one by one. Finally, I'm going to give them 2-3 minutes to do the matching by themselves.

Giving students time to match the highlighted words with their correct definitions in Part D encourages careful reading and reinforces vocabulary retention.

Ending with an open discussion about phobias helps personalize the lesson and allows students to use newly learned vocabulary in a real-world context. If none of your students have a phobia to share, you could broaden the discussion by asking them if they know someone with a phobia or if they've seen any portrayals of phobias in movies or books. Alternatively, you could ask them to imagine having a phobia—what would it be, and how might it affect their daily life?