I place 9 job-specific photographs on the WB in two rows. Beneath each row of photographs are two headings: 'Job' and 'Study Subject'. I ask students, "Who works too much?" "Who has too much free time?" I draw students' attention to the photos on the WB and tell them "These are all different jobs. What is a study subject?" "A study subject is what we study in school to be able to do a job." I demo one example by sticking labels beneath a photo on the WB. "A lawyer studies law." Next, I tell students that I'm going to give them a HO. Before I distribute the HO I give students their instructions: "I want you to match these pictures with a job and a study subject. Write them under the pictures". I give students the HO with copies of all of the pictures and a list of the jobs and study subjects (I give only 2 copies of the HO to each group to encourage group work). While students are working I walk around the class and give each group a few labels with some of the jobs and study subjects printed on them. I ask the group to choose 1 student to go up to the WB and stick the label under the appropriate picture. Once all of the pictures have been correctly labeled, I will indicate stress and drill, cycling back to words that cause students difficulty. I ask students, "What are some other jobs?" and "What are some other study subjects?". I record their answers on the WB. When we have completed this, I give students the Jobs and Study Subjects HO, which contains all of the photos with their names and stress patterns underneath, including some additional jobs and study subjects.

On the WB I write a list that says: what jobs are good for people who like: working with their hands; working with numbers; thinking of new ideas; helping people. Beginning with 'working with their hands', I ask, "What jobs are good for people who like working with their hands?". Then I write down one job or study subject that is good for people who like working with their hands. I follow the same procedure for the next three categories. Next, I tell students, "Work in your groups and write down some more jobs and study subjects for each of these [motion to the WB categories] Use the HO I've just given you". After students have finished we take WC FB and I add some of their answers to the WB list. I personalize the language by asking students "who likes working with their hands? who likes working with numbers?"

I tell students that "in a moment we're going to listen to a recording about two people, Pete and Dagmara. We're only going to hear sounds. I want you to listen to the sounds and to guess what kind of work they do and what they do in their free time". We listen to the recording and then take WC FB after each set of sounds (so that students can focus on only one person at a time).

I divide students into A/B groups: 2 As and 2 Bs per group (first I give students a group number, then I divide the groups into A/B pairs myself, to save time and avoid confusion). I tell students that in a moment I'm going to give them a HO with a reading text about Pete and Dagmara. I ask As to raise their hands and tell them "you're going to read about Pete." I ask Bs to raise their hands and tell them "you're going to read about Dagmara." ICQs: "As, who are you going to read about? Bs, who are you going to read about?" Before I distribute the HO, I tell students, "Read the article and write down what kind of work they do and what they do in their free time". While students are working I walk around the class, monitoring pairs and helping them with any difficulties. When students have finished, I instruct them to "tell your partners what kind of work they do and what they do in their free time". After students have had a couple minutes to speak, we take WC FB.

I tell students to read their articles again. "This time I want you to answer the four questions under the text [I show them the questions I mean on my own copy of the HO]". After students have had time to complete the scanning activity, I tell them that they're going to ask each other questions. "You're going to ask your partners the four questions at the bottom of your HO and write down what they tell you", i.e., B students ask A students the four questions about Pete and A students ask B students the four questions about Dagmara. When the students have had time to speak to each other, we take WC FB. I ask A students to provide the answers about Dagmara and B students to provide the answers about Pete. Next, I write 'work-life balance' on the WB. I ask the students, "What do you think this means?" "It means that you have a good balance between your work and other things in your life". CCQs: "If you work late every night and don’t see your family, do you have a good work-life balance? No. If you have time to work, to see your friends, and to spend time with your family, do you have a good work-life balance? Yes.” Then I ask students, "Who do you think has a better work-life balance: Pete or Dagmara? Why?"

I tell students that we're going to listen to a recording about Dorien, who likes rowing in her free time. "Listen to her talking about her. Write down how much time she spends doing these things [gesture to HO]: working, rowing, sleeping, with her family, and with her mates/friends." We listen to the recording once or twice and take WC FB. Then I ask student, "Is she happy with her work-life balance?"

On the WB I write: I spend...40 hours working; 7 or 8 hours sleeping; 10 hours on the ferry, bus, and metro, 6 hours reading. I would like to spend more time reading. I would like to spend less time on the bus. I tell students to stand up and to ask other students the questions written at the bottom of their HO: How much time do you spend doing different things? What would you like to do more? What would you like to do less? Are you happy with your work-life balance? After students have had a chance to speak to each other, we take WC FB. I ask students, "Are people happy with their work-life balance?"