I will start the lesson by asking the students what they think the main character's job is and ask what do they think is in the stuff that covers him at the end of the clip? I will then play a short video clip of the BBC journalist, Justin Rowlatt, who features in the article which will be the focus of today's lesson. The clip shows Justin at a Pig Farm and ends in a funny moment when he gets covered in pigs swill. The students will then discuss the two questions in pairs and I will then ask for answers from the whole class.

I will display Question 2A from pg116 of the Speakout Intermediate Students' Book on the board and ask the students to discuss the possible changes in pairs. After 3-4 minutes, I will elicit ideas from them.

I will then ask the students to take a minute to read the article individually and check their ideas from Exercise 2A in pairs. In feedback I will elicit students' answers to see if any of their earlier predictions were correct.

I will pre-teach vocabulary by providing a handout showing the words; heatwave, compelled, row, ethical, on one side and there meanings, in wrong order, on the opposite side. The students will then be asked to draw lines to match the word with the correct meaning individually. They will then compare their answers with a partner and after a short time be told to check against the answer sheet, which will be stuck to the underside of their chairs. I will then drill for pronunciation, followed by asking the students to work in pairs once more, to find where the stress is placed on each word. I will elicit for feedback and then drill for stress.

I will provide Exercise 2C from Speakout Intermediate Students' Book pg 116 to the students on handout. I will then ask the students to read the article again individually, but in detail, and answer the questions alone and then compare their answers in pairs. I will ICQ to make sure they understand to read and answer individually but to compare in pairs. In feedback, teacher will provide an answers sheet on handout and the students will compare their answers from the sheet for a few minutes.

I will place the students into different pairings. The students will discuss in pairs whether they think the experiment was a good or bad idea. I will then elicit students ideas with a brief class discussion and provide delayed feedback. I will then give the students a free activity handout which has three questions about green living. The students will discuss in pairs and then they will discuss their answers in the class. I will monitor and take note of any errors to be corrected in delayed feedback.