1. Show the four newspaper headlines and images. 2. "Look at these headlines. Which one seems most interesting or surprising? What do you think it’s about?" 3. Ss discuss in pairs (2 min). 4. ICQs: Are we reading now? No. Are we guessing? Yes. 5. Brief OCFB (share one or two ideas). Rationale: Activates schema and creates curiosity before reading.

1. Show the four short articles (same from SB). 2. "Read quickly. Match each article to its headline." (2 min silent reading) 3. Pair check; then OCFB to confirm matches. 4. Ask: "Which one is the most interesting or shocking?" 5. Collect key vocabulary on the board (e.g., stardom, addicted, banker, pop star). Rationale: Provides authentic context for the later speaking task.

Target Language: This article is about... / It describes how... Basically, what happened was... The main point of the article is... According to the article... I was surprised that... / It made me think about... / I’d be interested to know whether... Procedure: 1. Display the phrases; elicit meanings. CCQs: "Do these give all details?" No. "Are they short summaries?" Yes. 2. Highlight form on screen (This article + is + about + noun / clause). 3. Model pronunciation and stress. Mark rhythm ( This ARticle IS aBOUT...). 4.Choral then individual drilling. 5. Brief pair practice: Ss choose one headline and make one sample sentence. Rationale: Clarifies meaning/form/pronunciation before freer production.

Task: Complete each gap with the correct phrase. 1. ______ a woman who stole money from her bank. 2. ______ a story about famous singers. 3. ______ it's interesting because she spent it all on clothes. 4. ______ it reminds me of the movie Confessions of a Shopaholic. Procedure: 1. Ss work individually (3 min). 2. Pair check. 3. T displays answer key and drills again. Rationale: Reinforces accuracy and prepares learners for freer speaking.

Procedure: 1. "Now choose one of the articles. Summarise it in your own words and ask your partner one question." 2. ICQs: Do you read? No. Do you use your own words? Yes. 3. Pair work (6-7 min); then change partners and repeat. 4. T monitors quietly, noting useful and incorrect language. Rationale: Fluency practice applying all TL; repetition improves confidence.

1. Ask: "Which article did your partner summarise? What was interesting?" 2. Show board with student sentences. 3. Praise good examples; elicit corrections for errors. 4. Drill corrected pronunciation if needed. Rationale: Consolidates learning and corrects recurring issues.

Google Forms 1. Which article did you like most? 2. Which new phrase did you use? 3. How confident did you feel speaking today (1-5)? Rationale: Encourages reflection and supports continuous improvement.