T shows a photo, via the overhead projector, of a popular festival in Spain (Las Fallas) and check students background knowledge whether they know what's in the photo, and if so, do they celebrate similar festivals! If possible, I might play two-minute video showing the festival celebrations to involve them in more in the context before they start reading. Feedback: elicit ideas from whole class and check if they are familiar with such a celebration

T draws a big circle on the whiteboard and write up the word "party" or "festival" as a mind-mapping activity. Students are asked to move towards the board and try to write up related vocabulary. T categorizes the written vocabulary on the wb into three different categories (e.g. food, decorations, customs). At the end, there will be a spider-diagram in which all students' ideas and vocabulary about festivals are elicited. Feedback: T discusses the ideas they have come up with and clarify any new words if needed.

T guides the students to scan-read the text, individually, and try to find answers for the questions they have in the HO. Students will find contextual clues to help them find the answers accordingly. Feedback: After the time limit has finished, students will peer check their answers. Alternatively, they could be are set in two groups to check their answers. T will get wc feedback and clear any doubts.

T writes up seven new words, extracted from the text, on the wb. T elicits meanings and give examples as well. Ss will move around the class as there are 7 photos pinned on the walls. They need to locate the words in the reading text first then decide which word matches with which photo. In this activity, visuals are key materials to help students visualize the given vocabulary, as a result, they can contextualize them Feedback: T drills vocabulary and show stresses on the words.

T asks expose students to the meanings of new vocbulary by either CCQs or referring to visuals. students are asked to fill in the gap by choosing from the words written on the wb. Feedback: Ss check in pairs, then T gets wc feedback.

In this final stage, students will individually write short summary about common festival they know about. They will apply, productively, new learnt items from the context of reading. Feedback: T will monitor the students while they are writing to maintain functioning vocabulary from the context and correct any mistakes if found—to maintain accuracy as well. Ss will peer check their writings