I ask the student how they usually read and whether they prefer reading on paper or on a screen. I then ask which one they prefer and why. I encourage the student to share their ideas and briefly explain their own reading habits if necessary. I elicit a few responses and use the discussion to introduce the topic of the lesson and prepare the student for the story.

I ask the student to interview me about my reading habits using the questions in the Student’s Book, so the instruction would be more vivid for them. Before moving on to their pair work, I pre-teach some key vocabulary needed to understand the task, such as “habit”, “newspaper”, “magazine”, “subtitle” and "lyrics", using pictures, gestures, and simple explanations. I encourage the student to ask follow-up questions and share their own answers and experiences. I monitor the interaction and provide support with vocabulary or language when necessary.

I will start by showing the student a picture and asking a few questions to introduce the topic and engage them. I will then show a picture of a glass bottle and elicit or teach its meaning.

After that, I will write the skimming question on the board and give the student time to read/listen for the general idea. Then, I will want them to read the scanning questions for whole class and ask the student to read/listen again to find specific information. I will give clear instructions and check that the student understands the tasks before they start by ICQs.

I will check the answers to the first task with the students, and each student will read one of the answers as feedback. I will then teach some key vocabulary needed for the understanding the text. After that, I will give students the second post-reading task and give them time to complete it. Finally, I will check their answers again and provide feedback.

I will give the students a different question for the second task. I will ask them to read to the text again and answer the question. I will give them enough time to complete the task. After they finish, I will check the answers with the class and provide feedback.

Warm-up: For the warm-up, I will make a ball out of a piece of paper and ask the students, “What food do you like the most?” , and I say "I have the ball, I say the answer" as an example. In the first round, I will throw the ball to each student and ask them to answer using only one word. In the second round, I will throw the ball again and ask them to answer using a complete sentence, for example, “I like pizza.” I will then write one student’s name and their answer on the board, for example, “Sarah likes pizza,” and use this sentence to introduce the next stage of the grammar lesson. After that, I will give them the test task from the book and give them time to complete it individually. Finally, for the feedback I will check the answers with the class to identify any areas of difficulty.

I will ask the students to look at the sentence on the board and identify the different parts of speech, such as the subject and the verb. I will then introduce the object. Next, I will ask the students which pronoun we can use instead of the subject. After eliciting the subject pronouns, I will explain that we use different pronouns for objects. I will then introduce the object pronouns and show the difference between subject and object pronouns using examples on the board. Then I will write the formula on the board, and ask them some CCQs. After that, I will then use my fingers to visually demonstrate the position of each pronoun and help the students understand which pronoun can replace each subject or object. I will point to the relevant pronoun and ask the students to replace the subject or object with the correct pronoun.

I will ask the students to complete the Grammar Bank exercises. I will give them enough time to answer the questions individually. During feedback, I will ask each student to read their answers aloud, and I will check and correct them where necessary. After that, I will play a listening task from the book. I will pause the audio after each relevant sentence and ask the students to choose and insert the appropriate pronoun. I will monitor their answers and provide immediate feedback throughout the activity.

I will start by asking the students a warm-up question related to the next part of the story and elicit their predictions. I will then continue by teaching some key new vocabulary that students need to understand the reading and listening text. Such as "through", "palace", "strange", "valuable" and "perhaps". I will use appropriate techniques such as pictures, examples, gestures, or simple explanations to clarify the meaning of the words. I will check their understanding using CCQs and model and drill the pronunciation where necessary.

I will give the students clear instructions for the task. I will ask them to read the skimming and scanning questions aloud in class to make sure they are familiar with the questions before listening. I will then play the audio and ask them to listen and find the answers.

After they finish, I will check the answers with the class by asking the students to give their answers and I will provide feedback where necessary. Also there are 2 tasks provided by book. I will ask them to complete the tasks with a specific timeline. Then there will be feedback and eventually the last and the personalized question of the reading and listening part will be answered. I will ask a question and elicit their predictions then the audio will be played.

For the warm-up, I will write a sentence on the board and identify the part of speech of one word as an example. For Test 1, I will ask the students to identify the parts of speech of the other words in the sentence. In the Teach stage, I will present some new target vocabulary and explain or elicit their meanings using gestures, pictures, facial expressions, voice, and simple questions. I will check their understanding using CCQs and drill the pronunciation of the target words. For Test 2, I will ask the students to complete the vocabulary task in the Student's Book and give them a time limit. When they finish, I will play the audio for them to check their answers. Finally, I will ask them to listen again and repeat each word.

First, I will tell the students that there are three sound groups. I will introduce the first sound and say the example word from the Student's Book. I will ask the students to listen and repeat the word. I will do the same for the other sounds and their example words. Next, I will give the students the instructions for the matching task and play the audio. The students will listen and match the groups of words to the correct sound pictures. For the next task, I will play the audio again twice. The students will listen and complete the task, and then we will check the answers together. Finally, for the last task, I will ask each student to read one of the sentences from the Student's Book aloud.

I put students into groups and ask them to retell the story from their own point of view. I give them some time to discuss and prepare their ideas. I monitor the groups and help only when necessary.For feedback, I will monitor the groups and note down any common mistakes. If necessary, I will address these mistakes with the whole class after the activity.