by displaying ghosts' scary pictures and having some related questions to the lead-in activity to discuss in pairs for 3 minutes then the teacher gives them feedback on their responses together in 2 minutes.

First, by pre-teach vocabulary first activity about prepositions of place . Students will match the correct preposition with the right number in the box in activity 1 in "New English File Student's book). Then ask students to check their answers in pairs. All this task will take around 2-3 minutes. The teacher will give them feedback by showing them the difference in the pictures and asking CCQs about (in front of and opposite). Then, drill and check their pronunciation of some of the prepositions of place. Check the meaning through the pictures in the activity. Second, Students will have a very short discussion task question and answer in pairs. Ask the students to do it in pairwork for 2 minutes. The teacher won't focus on that task as it is not the main aim of the lesson, and we will have a follow-up speaking activity. Next, give the students another matching activity (pre-teach vocab) so it could facilitate any difficulties that students might encounter in the (A haunted hotel text) or stop them from comprehending it. The teacher will hand them the pre-teach matching activity. Ask students to do the task individually. Students will match the words with the correct pictures and definitions; to reinforce their understanding of the words. Then ask them to check their answers in pairs so they could check their answers in a safe environment and increase their confidence as well. Then elicit the answers from some of them as open-class feedback in 2 minutes. Drill and check the pronunciation of some of the words as (to investigate-a priest-century). Then having another activity

through answering a general question about the text (Would you like to spend a night in Room 11 of Gosforth Hall Hotel? and why(not)?). The teacher will ask before passing out the hand-out(Reading text "a haunted hotel") ICQs as making sure they are going to read for details or just scan reading to get the main idea. Students will start gist (scan reading in 2 minutes. Then, the teacher will monitor the students while they are reading to check if they are on task. After that, ask students to check their answers in pairs for 2 minutes.

Before having another reading task teacher will pre-teach some new vocabulary that might hinder the students' comprehension of the text by displaying some pictures on the board from the text that they will read and asking CCQs to elicit the answers from them in 5 minutes. Then the teacher gives the students another reading task for gist (skim) and then they match the pictures from the words from the article. Next, students will read the text again (scan reading) searching for specific information or details in the text in order to answer the upcoming questions of the text individually in 2 minutes.

After they finish scan reading students will correct the information in the sentences. Then they will check their answers with the audio that the teacher will play for them to check their understanding. Then the teacher will move to the follow-up activity which is the teacher will tell an anecdote about a holiday somewhere by describing the events that happened in that anecdote using the (past simple tense and there was/were form). Finally, the teacher will ask the students to do the same using some guided questions on the PPP, so they can follow the same steps. They might write down some notes then they will do it in pairs. The teacher will listen to the students' stories about the last holiday they went. Then the teacher gives them content/language feedback by writing some examples on the board that were said after monitoring and listening to them carefully.