Write on the board "jobs" and "money" and ask students about the relationship between them. Show them 3 pictures of people from different jobs; one police officer, one teacher, and one farmer on the smart board. Ask them to answer these question in pairs, give them 2 minutes to discuss: "Who earns more? Who has better life conditions? For which one is easier to find a job?" Elicit answers from the pairs. Ask the others to listen to their friends carefully and see if they agree or disagree. If they disagree, ask them why.

Tell the students that they are going to read some statistics about jobs and money in the UK. Distribute the HOs. Tell them work individually and choose the best alternative to complete the sentence. Tell them to peer-check their answers and discuss about the differences. Ask the whole class about the content - are there any surprising statistics?

Show them the correct answers for the exercise. Write some example sentences on the board and ask CCQs for them. - Model Sentence: “Nearly half of the population are involved in some form of employment.” CCQs: Who involves the population in some form of employment? – We don’t know. Why don’t I say “People involve nearly half of the population in some form of employment”? – Because it is not necessary, and it is unknown. Is it important for us to know who does it? – No. Model Sentence: This road is being widened. CCQs: Who is widening the road? - People, probably the workers Do we know who is doing the action? - No. Is the doer of the action important? - No. Why don't I say ' They are widening the road.'? - Because the subject is not important. Write two of the sentences on the board: one active one passive. - The average worker is paid £27,000 a year. / The average worker pays £250,000 in tax in his or her lifetime. Elicit the form using these sentences. It can be also done in pairs. Model and drill the prouncation of be in model sentences.

Give students ex.8 and ask them to fill in the blanks individually. Underline that they are going to use present continuous or present simple passive to fill in the blanks. Give them 2 or 3 minutes to complete the exercise and let them pair-check their answers. Nominate one student from each pair and get the answers.

Put students in groups of 3 or 4. Ask them to write 4 passive sentences using the prompts given. Then put their sentences on the walls and ask everyone to read other's work to decide if the sentences are meaningful and grammatically correct. If they think there is a problem, ask them to correct it using a different coulour pen. Write the sentences that students think there is a problem on the board and elicit the mistake and correct answer.