Teacher goes through the objectives with the class to make sure everyone understands what they can expect to achieve in this lesson. T divides the class into two or three teams (according to the number of attendants). Each team will brainstorm a list of famous companies around the world. They are allowed only one company per country. They will be allowed to use internet on their phones to check the company's origin/country. T elicits a company and a country from each team, and write them on the board. Teams can only name a country or a company that has not yet been given. The last team to give a company, after the others have run out of ideas, is the winner. T elicits from the class the meaning of "entrepreneur". If they can't get it, T asks a couple of CCQs, like Is he creative or not? Did he start a new successful business? Next, T shows them a slide for two famous entrepreneurs, asking them about famous entrepreneurs from Egypt.

Exercise 1/ page 142 : Students work individually to complete the tasks then check in pairs and feedback by teacher asking Ss. Answers: 1 b 2 a N b A c V Exercise 2/page 142: Students work alone to match the words and definitions. They check in pairs and feed back. Answers: 1h 2i 3g 4a 5f 6j 7b 8c 9e 10d Exercise 3/page 143: students discuss questions in pairs and then share their ideas with the class. T write notes of their ideas on the board. T avoids confirming or rejecting the students ideas to create curiosity to watch the video and check their ideas. Drill some vocabulary.

Exercise 5: Skipped Exercise 6/ page 143: Students go through the statements in pairs to check they understand all the words and to try to remember answers. Students do the exercise.Then, T plays the video again for them to check. They check in pairs and feedback. 1F 2F 3T 4T 5F 6F 7F 8T 9T

Exercise 7: Students discuss the three questions in pairs or groups. Then, T checks with some students for feedback.

Exercises 1,2 &3 Students go through the exercises and T elicits the skills they need to practice to answer the questions. T reminds them how to preview and read a text for gist. T assigns a minute or two maximum for reading at this stage. Students check in pairs then feedback.

Exercise 4: Students read the text again an find and correct 5 mistakes including the example (A time limit of 3 minutes). T monitors and provide help if needed. Students check in pairs then feedback (on PowerPoint).

Exercise 5&6: Students do the quiz alone (T gives a longer reading time limit than the previous activity). Possible ICQs: Will your answers be the same or different? Can you choose whatever answer you prefer? When they have finished , they compare their answers in pairs and calculate their scores. They discuss in pairs whether they agree with the advice, and then feedback to the class.

Exercise 7&8: Students work alone to underline the words. They discuss the best definition in pairs. After the feedback, T elicits how they guessed the answers and writes "working out the meaning from context" on the board, elicits when and why it can be a useful skill then Students read the information in the grey box to compare to their ideas. T clarifies the difference between advice and advise and drills occupation and colleague.

Exercise 10: Students have a conversation and discuss the two questions in pairs then feedback.

Exercise 1: Students work individually to match the words and definitions . They check in pairs and feedback. Exercise 2: Eliciting the meaning of the word synonym (give examples) . Then T checks with whole class and asks why we use synonyms.

Exercise 3 & 4: Students circle the words. T discusses the question with whole class. Then students read the article to check. After they read the article, they discuss the question in pairs then feedback.

Exercise 5: Students read the text alone to choose the headings (Time limit 60 seconds). They check in pairs then feedback. Exercise 6: Students read the text again and circle the correct answers. They compare in pairs, then feedback.

Exercises 7 & 8: Students work in pairs to complete the two exercises (Time limit 5 minutes for reading and answering). Feedback, T uses PowerPoint here.. (If time allows,T elicits why the false statements in ex 7 are false).

Exercise 9 & 10: Students discuss the questions in pairs and share ideas with class. T elicits the positive words in paragraph C and use them to explain the meaning of the word inference.

Exercise 10: Students work in groups to discuss the three questions. Teacher makes sure the students understand that question number 3 addresses a future situation.