Contextual Hook (5 min): T asks students a few quick questions to set the scene and checks understanding of core terminology: "What is a Building Review?" (A critique/analysis of a completed building.) "What does a 'Pritzker Prize-winner' design typically suggest about a building?" (High quality, famous architect, important work.) "What architectural elements would you typically find in a building inspired by Islamic architecture?" (Geometric patterns, courtyards, gardens, calligraphy, symmetry.) Vocabulary Preview (5 min): T quickly pre-teaches or checks understanding of a few key words from the text that are essential for context, not just detail-finding. T writes them on the board. Atrium: "What is an atrium in a building?" (A large open space, often multi-story.) Façade: (The face or exterior side of a building.) Tripartite: (Having three parts, e.g., base, middle, crown.) Clad: (Covered with a specific material.)

1. Instruction: T explains that for this task, sts will use scanning (looking for a specific piece of information) and skimming (looking for the general idea). 2. Skimming Task: T gives students 3 minutes to read the text silently and answer: -What is the main purpose of the Aga Khan Centre? (To provide academic, archive, and office spaces for organizations led by the Aga Khan.) -What are the three main architectural parts of the building, according to Gary Kamemoto? (Base, piano nobile, and crown.) 3. Quick Check: T goes over the answers briefly. T emphasizes that sts are now familiar with the overall structure and flow of the text, which is key to finding details quickly.

1. Preparation (5 min): T divides the class into groups/pairs. T divides the 20 questions in the matching exercise into 10 sets of 2 questions. T distributes one set to each Group of 3. T sets the Goal: "Your group's only job is to become the expert on your two questions. You must find the answer and be able to point out the exact line in the text." 2. Group Scan (10 min): Sts work together within their group to quickly scan the text and find the two answers they were assigned. T encourages them to highlight the answer in the text. T circulates to check for accuracy and guide groups who are stuck. 3. Whole Class Sharing & Construction (10 min): T draws a large table on the whiteboard or uses a projected slide listing all 20 questions. Starts with Group 1's first question. Asks the group to call out the answer and read the sentence where they found it. Writes/reveals the answer on the board. Continues this process, having each of the 10 groups contribute their two answers. This allows sts to complete the full worksheet without needing to move around and minimizes noise/distraction.

Vocabulary Review: T writes the following words/phrases that were the answers or details found on the board: Andalusian limestone, tripartite architectural composition, Ben Youssef Madrasa, 40m-high, 6m-wide, 550 tonnes. T ask sts to quickly explain what each item refers to in the context of the Aga Khan Centre (e.g., "What is the importance of the Andalusian limestone?" - It clads the main façades and is similar to that of the Alhambra). This checks comprehension of the technical details. Critical Thinking Question: The Design Inspiration: T asks the sts, "The design is based on the concept of 'openness, dialogue and respect for pluralism' inspired by Islam. Which elements (materials, spaces, structure) mentioned in the article do you think best reflect this intention? Why?" Expected Answers: Glazed and permeable base (openness); Courtyards and gardens (dialogue/gathering space); Limestone similar to Alhambra (respect for pluralism/cultural reference); etc. T facilitates a short whole-class discussion, encouraging sts to use the architectural vocabulary they learned.