T shows a picture of a man taking care of his 'money' tree. In pairs, Ss discuss about the picture. T gets Ss to share. T elicits the word 'manage' and 'finance' using the picture and through CCQs. Questioning about the topic and eliciting key vocabulary: 1) Why is the man taking care of his tree? 2) Why do we need to look after money? What word describes taking control of our money and making wise decisions about its use?Eliciting: manage 3) Do you think the economy affects how we manage our finances? 4) What is another name for a plan, where you note down things you can spend with your income?- budget The idea here is to set the context on money and managing finance.

T elicits the word 'report' from Ss. T asks "How do we write report? What is the structure of a report and what language do you use when writing a report? T goes through the structure of a report using the reading text from the previous lesson. T elicits the structures for each part and checks if Ss know what topic and supporting sentences are. T to highlight the language use in the report (as, so, since, as a result)

T gets Ss to brainstorm on the financial situation in their country in pairs. In the discussion, Ss give reasons and describe consequences on their ideas. T gets a few pairs to share their answers. Using the above information, Ss then get into groups to discuss on how people in their country manage their finances.

Ss work in groups to write a draft (5 mins). T monitors closely at this stage, guides with error corrections when necessary. Groups exchange their first draft for peer correction. (5 mins) Groups write their final draft on A3 sheet. (5 mins)

Groups display their reports on the wall. Ss do a quick gallery walk to read and decide which report is the best. T selects one report for whole class feedback and error correction.