Show slide 1 and give them some time to look at it carefully. Hide the slide and ask the Qs one at a time and repeat the procedure: How many people are there? What’s the woman on the left wearing? What are two words written on the blackboard in the background? Go to the 2nd slide, elicit their ideas, and get them to fill out the speech bubble. Share the QR code on the 3rd slide and ask them to rank the items. Do a demonstration to ensure they learn how to put them in the order of importance

Share slide 4 and give the instructions to ex. B. Write the ideas on the board so that they can see them. Explain skimming and set a short time limit to read quickly. Having checked the answers, pre-teach the blocking words to remove any possible confusion they might have for detailed reading. Blocking words: nine to five, salary, self-employed

After clarification of how to answer T/F Qs, divide the class into two groups; Assign one group to read Jie Chen’s section and the other half to read Mike Carlstrom’s section. After they read, ask them to summarize their section to a partner who read the other part. At this stage, you have to carefully pair up students from the two groups. Encourage them to explain it in simple terms rather than just reading it out loud. Now that they have a stronger understanding, students can focus on answering the true-false questions. Before moving to the clarification part, run a short discussion and allow the students to reflect on the text. Put them in groups and let them decide who has a better job and why!

Show slide 8 and have them read the text and complete the sentences. Some elicitation can prepare them for the upcoming slide

Show slide 9 and elicit Ss' ideas. If time lets, you can put them in groups to discover the language on their own. If not, do it as a WC. After the clarification, get them to write 3 sentences about their own lives as students. When the meaning is covered, focus on the form and elicit the third person and the negative form.

Show the last slide and give them time to do the task. A peer-checking before the WCFB can encourage peer learning. for the FB, either show them on the board or get Ss to nominate each other, depending on the time.

Share the items on the board and have a WC discussion. Give a model and try to use the new TL in your speaking. Now have them put the items in the order of importance. Pair them up to share their ideas. Give them some time to come up with a conclusion. Next, pair up the pairs and so on until you reach a WC discussion