Introduce myself if there is a new student. Telling Ss' name and greet them. Show Ss different pictures of mine about my past (when I was a student at university) Show pictures of a tidy room and a room with too much clutter. Tell Ss both pictures are demonstrating my room, 1st one 1 day before my guest, and 2nd one 1 hour before my guests. ( To personalize the context and maintain Ss' interest) Put Ss in small groups discuss what they think about the pictures and the reasons, Take w/c FB.

Introduce the main character from the reading -Michelle Passoff. Show the article to the Ss. Ask Ss to read the introduction to the article on a lifestyle website and find the words for given definitions. Give out the article. Ss peer-check. I ask some CCQs: Do "stuff" and "thing" have similar meaning?(YES) Is our class cluttered with pictures? (NO) Is the word "rubbish" a positive word or negative? (NEGATIVE) Ss in small groups discuss if clutter is a problem in their home. Take some FB. Ask Ss if they can predict the meaning of " declutter". Elicit the meaning from Ss (declutter is the opposite of clutter(v,) )

Ask Ss to read the rest of article to see some potential benefits of decluttering. ( in 2 minutes) Ss check in pairs. Take w/c FB.

Show Ss photos of the characters and then put them on the WB. Give the different ideas of the characters to Ss and ask them to read and put them under each photos on the WB. ( according to their instict to motivate the Ss as much as possible) Ask Ss to read the ideas and scan the article to find the people in the text and then find out who says the things in sentences 1-5. Ask some ICQs (Also guide Ss to the receptive skill): Do you need to know all words? (NO) Should you read all sentences word by word? (NO) Are you going to read from the first line to the last line? (NO) Are the ideas exactly written in the article? (NO) Do you need to understand the ideas of each person? (YES) Ss check the answers in small groups and they discuss their reasons. ( Early finishers are being asked to help their friends.) Ask each group to come to the board and reorder the ideas on the WB.

Ss in small groups discuss each of the opinions in ex2. Take w/c FB Write "Look the White board" on the WB and elicit that the preposition "at" is missing. Elicit what type of verb it is. ( phrasal verb/ Multi-word verb) Give Ss the opportunity to choose between 2 types of the exercises.(To make the exercise more interesting) Give out HO ex4 / ex1 Ss peer-check. w/c FB. Some CCQs (Concept Check meanings): If you tidy up your room, are your books still on the floor? (NO) If you do not throw away your rubbish at night, does your home smell well?(NO) Are "throw away" and " get rid of sth" opposite?(NO, they are synonym) If you give away your laptop to me, how much should I pay? (Nothing, it is free) If Migros gives away all products, will the manager get much profit? (NO) Do "tidy up" and "clean up" have similar meaning? (YES) Focus Ss on the weak form of pronunciation of "of" in " get rid of" - Put the pronunciation on the WB. Drill some of the examples for intonation, pronunciation and fluency. Focus Ss on separable and inseparable multi-word verbs. Elicit the form. Put the phrasal verbs on the board under 2 categories. Elicit that " get rid of " is inseparable but the rest can be separable.

Ask Ss if it is easy to throw things away. Demonstrating the instructions and simultaneously brainstorming. w/c FB. I separate questions in speaking part into 3 parts. Give Ss different questions. Ss mingle with other Ss to collect as many ideas as they can. I monitor and help wherever is needed. Make notes of any mistakes and put them on the WB for later correction and w/c FB. Take some general FB. Put errors on WB from monitoring. Elicit corrections (if there are only a few)