First, I will tell the students to pretend like the class is New York city. I will ask the other trainees in my group (Omar, Walid, Sam, Lale and Lisa), or three of the students to come up in front of the class and demonstrate a protest. They will be holding up signs and protesting. I will then pre teach the vocab protest. I will elicit, concept check, drill, write the vocab on the W/B and then highlight the stress pattern. I will also do the same for the verb of protest as well. Following this, they will be asked to come up again and this time, they will be holding up a different sign and showing that they have gone on a strike. I will then pre teach the vocab strike by the same methods but this time, I will add the collocation go on a strike on the W/B. At this point, I will ask the students if the other trainees were protesting on the street, or inside. They will say 'on the street'. 'Were they happy?(no)This will open up the way for me to generally introduce the word demonstration again using the same method as I did for the other words. In case I am not allowed to use the other trainees, I will do it myself.

I will provide the students with the HO and elicit what they have to do. They will be given 1 minute to answer the question: Are all the paragraphs about demonstrations, protests and strikes? (all except 1)

I will re group the students by assigning numbers 1-5 to each of them and have them sit with their counterparts. e.g. 1's sit with 1's and so on. Next, I will allocate 1 paragraph to each group. (5 groups with one paragraph each) I will ask the students to first read the paragraph they have been assigned individually for meaning. Then, they will be asked to check the meaning with the other students in their group. I will then give each group additional time to prepare a brief presentation of their paragraph in front of the class. Each group will then come up and have 1-2 minutes to present their paragraphs to the class. After the first presentation, the other groups will be given headlines to choose from a list of headings to match the paragraph presented. This process will repeat until the groups have all finished. We will check the answers after each paragraph.

I will now give the students 7 sentences, each on a different colored piece of paper. I will ask them to look at the blue one. I will bring the sentence on the W/B. I will elicit the meaning of the sentence. We will highlight the key words that clarify the meaning and give the conceptual idea of the sentence. Then, I will give them time to read the paragraphs again and find which paragraph this sentence could be an ending to. Following the completion of one sentence/paragraph, they will be asked to do the rest on their own in 3-5 minutes maximum. Early finishers will be advised to check with the other students in their groups. I will put the answers on the W/B, e.g. Blue= paragraph 1.

I will give students a vocab list. This list will display 7 items with their parts of speech next to them and a blank spot for each item's meaning. The students will then be asked to find the words in the reading and write their meanings based on what they understand from the word's use. I will allocate 3-5 minutes for this task. At last, I will give the students the answer key to check their work.

As I hope there will be time left for this stage, I will open up a class discussion on the demonstrations the students have seen and perhaps been a part of. They will also be asked to express their opinions about demonstrations in general.