- Show SS a picture of a zebra trying to use segregated toilets - Elicit from WC ideas of what they think is happening in the picture - Have students discuss picture and think of any examples of separation they can think of in daily life e.g. smokers/non-smokers

- Give SS HO with vocabulary important to the text and ask them to discuss the meaning with a partner for 1 min (ICQ) - Give students definitions mixed up and ask SS to match the vocab to the definition with a partner for 2 mins - Give students answer key to check answers

- Explain to SS they will be given a text that they must read quickly (1-2 mins) (ICQ) - Direct them to a main idea Q at the bottom of the page by chesting and tell them after they have read the text they will answer the Q individually (ICQ) - Give the HO and have them read and answer the Qs - SS check answers with a partner - Write 1-4 on the WB have SS come to the front and write one of their answers

- Put SS in groups A, B, C and have SS identify their groups by raising their hands and show them where they will sit (ICQ) - Have SS move to their groups taking the HO - Give SS the folded HO with questions and main ideas sections - Direct SS to the letters A, B,C on the paragraphs of the text - Tell they will read the paragraph with the letter of their groups for 3 mins and answer the two T/F questions (ICQ) - SS check answers to their questions in their groups - Have SS check the back of the paper for the answer key - SS unfold the paper to go to the main ideas sections - The section has 3 lines for main points the students think are important from their text - SS read again for 3 mins and fill in at least 2 important points they can find in their text - SS discuss the main points in groups and fill in any blank spaces they may have - Demo the next part of the activity by having one SS from each group come to the front and show they will be working in a group with one A, B and C (ICQ) - Have students get into groups - Show students Qs about the text PPT - Explain that students will use the previous HO to give information to their group about their part of the text for 1 min - SS will then complete the Qs PPT for 3 mins in groups without looking at the text (turn it over, ICQ) - Show SS the answer key on PPT

- Explain SS will be looking at the full text to find the meanings of TL (ICQ) - Give SS TL meanings HO and have them complete in the same groups and write POS next to the definition for 3 mins - Direct students to answer key on reverse of HO to check answers - Display TL on PPT and practice intonation by first stressing the wrong syllable and eliciting if this is correct - Show correct intonation by displaying stress pattern dots next to the word - Drill pronunciation in groups and individually

- SS think of a courageous person in the history of their country and have them think of ways they could explain what they did using the TL for 2 mins - SS stand up and move around the class explain to different partners for 1 min at a time about the person they have chosen - Move around and monitor that SS are trying to use TL - Give WC feedback on if they used the TL accurately