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 pre-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.

I will start with a short warm-up about subject pronouns. I will ask students questions and elicit the subject pronouns from them and review them if it was necessary. I will write their answers on the board. I will then tell them that there is another type of pronoun that they are going to work with. 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 write the words “Subject” and “Object” on the board using different colours and divide the board into two sections. Each section will contain the key points related to subject and object pronouns. I will explain what each one is and write the relevant forms on the board. I will then use examples to demonstrate the difference between them and show students how they are used in sentences. Throughout the explanation, I will ask appropriate CCQs to check their understanding. After that they will read the grammar bank in class.

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 the warm-up by pre-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.